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THE ROLES OF WEEKLY E-REFLECTION IN STUDENTS’ CLASS

TEACHING PERFORMANCE IN MICROTEACHING CLASS

A Thesis

Presented as Partial Fulfillment of the Requirementsto Obtain the Sarjana Pendidikan Degree

in English Language Education

ByAndreas Adi Wijaya

Student Number: 051214145

ENGLISH LANGUAGE EDUCATION STUDY PROGRAMDEPARTMENT OF LANGUAGE AND ARTS EDUCATIONFACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITYYOGYAKARTA

2009

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A Thesis







2009

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A Thesis







2009

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii

A Thesis on



Andreas Adi Wijaya


Approved by

Major Sponsor

Agustinus Hardi Prasetyo, S.Pd., M.A. September 17, 2009


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A Thesis on

THE ROLES OF E-WEEKLY REFLECTION IN STUDENTS’ CLASS


Andreas Adi Wijaya


Defended before the Board of Examinerson October 8, 2009

and Declared Acceptable

Board of Examiners

Chairperson : Agustinus Hardi Prasetyo, S.Pd., M.A. ____________

Secretary : Made Frida Yulia, S.Pd., M.Pd. ____________

Member : Agustinus Hardi Prasetyo, S.Pd., M.A. ____________

Member : Dr. Retno Muljani, M.Pd. ____________

Member : V. Triprihatmini, S.Pd., M.Hum., M.A. ____________

Yogyakarta, October 8, 2009

Faculty of Teachers Training and Education

Sanata Dharma University

Dean

Drs. Tarsisius Sarkim, M.Ed., Ph.D.


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”In order to find the treasure, you will have to follow the omens. God has

prepared a path for everyone to follow . You just have to read the omens

that He left for you.”

(The Alchemist, Paulo Coelho: 30)

This thesis is dedicated to My Beloved Parents (especially My Mom in heaven),

My Sister, Uncle Daniel, and Rika Athena for their love, care, devotion, and

everlasting support to me.


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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work

or parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.

Yogyakarta, October 8, 2009

The Writer

Andreas Adi Wijaya

05 1214 145


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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Andreas Adi WijayaNomor Mahasiswa : 05 1214 145

Demi pengembangan ilmu pengetahuan, saya memberikan kepada PerpustakaanUniversitas Sanata Dharma karya ilmiah saya y ang berjudul:



Dengan demikian saya memberikan kepada Perpustakaan Universitas SanataDharma hak untuk menyimpan, mengalihkan dalam bentuk media lain,mengelolanya dalam bentuk pangkalan data, mendistribusikannya secara terbatas,dan mempublikasikannya di internet atau media lain untuk kepentingan akademistanpa perlu meminta ijin kepada saya selama tetap mencantumkan nama sayasebagai penulis.

Demikian surat pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta,

Pada Tanggal: 28 Oktober 2009

Yang Menyatakan

Andreas Adi Wijaya


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ABSTRACT

WIJAYA, ANDREAS ADI. 2009. The Roles of Weekly E-Reflection in Student’sClass Teaching Performance in Microteaching Class. Yogyakarta: EnglishLanguage Education Study Program, Sanata Dharma University.

Weekly reflection has been used as a tool to assess students’ learningachievements and has been known as a good technique to promote students’autonomy in learning, especially in microteaching class. It enables the students toconsider and to think of the learning process taken place and also their teachingexperiences in it, and also to be responsible for the actions or decisions theychoose. These general objectives of implementing weekly reflection have beenresponded positively by students of microteaching class in the previous researchconducted by Nuryadin (2007). These positive responses on weekly reflectionindicated that it served positive roles i n microteaching class, especially tostudent’s class teaching performance. These positive roles are also expected to beobtained in the new applied format of weekly reflection, using blog as the mediafor writing, which provides larger dialogue opportunity .

This study was intended to seek out: (1) the aspects of teachingperformance on general teaching competence and three basic teaching skills (SetInduction and Set Closure Skills, Delivery and Stimulus Variation Skills, andQuestioning and Reinforcement S kills) that students reflected and obtained asfeedbacks in the weekly e-reflection, (2) the roles of weekly e -reflection instudent’s class teaching performance. This study was a qualitative research. Theparticipants of the study were three students of m icroteaching (class C), whooriginally belonged to the sixth semester of the English Language EducationStudy Program, Sanata Dharma University, academic year 2008/2009. The datawere gathered by analyzing student’s documents, weekly e -reflections, and videorecordings of class teaching performance, and interviews.

The data analysis showed that, firstly, the reflected teaching aspects variedfrom participant from participant . The writer could not find the general tendencyof them. In addition, none of the aspects was obtained as feedbacks in the columnfor giving comment in each participant’s blog. Secondly, the data analysis showedthat the positive role of weekly e -reflection was as a place for three participants toevaluate and elaborate their teaching experiences in which each participant hadtheir own way in doing reflection. In addition, the roles of weekly e -reflection aseffective social media and as a reference of teaching aspects for three participantsin preparing their class teaching performance did not appear in this study. Theseimplied that weekly e-reflection might barely play positive role to their futureclass teaching performance.

In summary, each student has their own emphasis of their teachingexperiences on their reflection. Moreover, from three roles expected to appear, therole appeared was only a good place for three participants to elaborate andevaluate their teaching performances. Looking at the previous fact, somesuggestions, such as exhibiting students’ b log addresses to the class and


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conditioning students to the new format by designing appropriate rules, wereproposed.


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ABSTRAK

WIJAYA, ANDREAS ADI. 2009. The Roles of Weekly E-Reflection in Student’sClass Teaching Performance in Microteaching Class . Yogyakarta: Program StudiPendidikan Bahasa Inggris , Universitas Sanata Dharma.

Refleksi mingguan telah digunakan sebagai alat untuk menilai pencapaianbelajar siswa dan telah diketahui sebagai cara yang baik untuk meningkatkankemandirian siswa dalam belajar, khususnya di mata kuliah Pengajaran M ikro.Refleksi mingguan memungkinkan s iswa untuk mengingat dan berpikir tentangproses belajar yang terjadi dan pengalaman mengajar mereka, dan juga untukbertanggung jawab akan tindakan -tindakan maupun keputusan yang mereka pilihdalam belajar. Tujuan-tujuan umum dari mengimplementasikan refl eksi mingguantersebut telah ditanggapi secara positif ole h siswa-siswa kelas Pengajaran Mikrodalam penelitian sebelumnya yang dilakukan oleh Nuryadin (2007).Tanggapan -tanggapan positif terhadap refleksi mingguan tersebut menunjukkan bahwarefleksi mingguan memberikan peran-peran positif di dalam kelas PengajaranMikro, khususnya pada penampilan siswa dalam praktek mengajar dalam kelas.Peran-peran positif tersebut yang juga diharapkan untuk dicapai dalam formatbaru penulisan refleksi mingguan dengan meng gunakan blog sebagai medianyayang memberikan kesempatan berinteraksi yang lebih luas.

Penelitian ini bermaksud untuk menemukan: ( 1) apa saja aspek mengajardalam kompetensi umum mengajar dan tiga keahlian dasar mengajar ( keahlianmembuka dan menutup pelajaran, keahlian menyampaikan dan memberikanstimulus belajar, keahlian bertanya dan memberikan penguatan belajar ) yangdirefleksikan oleh siswa dan juga yang didapat sebagai balikan di refleksielektronik mingguan, (2) peranan refleksi elektronik mingguan dalam performamengajar siswa. Penelitian ini bersifat kualitatif. Subjek dari penelitian ini adalahtiga siswa mata kuliah pengajaran mikro (kelas C), yang merupakan mahasiswatingkat semester enam program studi Pendidikan Bahasa Inggris, UniversitasSanata Dharma, tahun akademik 2008/2009. Data penelitian diambil denganmenganalisa dokumen-dokumen siswa, refleksi elektronik mingguan dan duarekaman video praktek mengajar kelas siswa, dan juga dengan wawancara.

Hasil analisis data penelitian menunjuk an bahwa, pertama, aspek-aspekmengajar yang direfleksikan bervariasi dari setiap subyek studi. Penulis tidakdapat menemukan kecenderungan umum dari aspek -aspek yang direfleksikan olehmereka. Sebagai tambahan, aspek -aspek tersebut tidak ada yang didapatk ansebagai balikan di kolom untuk memberikan komentar di blog milik setiap subyekstudi. Kedua, hasil analisis data menunjukkan bahwa peran positif dari releksielektronik mingguan adalah sebagai wadah bagi ketiga siswa untuk mengevaluasidan menguraikan pengalaman mengajar mereka dimana masing -masing siswamempunyai cara tersendiri dalam merefleksikannya. Selain itu, peran refleksielektronik mingguan sebagai media sosial yang efektif dan rujukan akan aspek -aspek pengajaran dalam menyiapkan penampilan meng ajar kelas siswa tidakmuncul dalam studi ini.


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Dapat disimpulkan bahwa ketiga siswa memiliki penekanan masing-masing akan pengalaman mengajar mereka di dalam refleksi mereka. Selain itu,dari tiga peranan yang diharapkan, hanya satu peran yang muncul yait u blogdianggap sebagai tempat yang baik bagi ketiga siswa untuk menguraikan danmengevaluasi penampilan mengajar mereka. Melihat fakta tersebut, beberapasaran diajukan, seperti mengumumkan kepada kelas alamat -alamat blog siswa danmengkondisikan siswa terhadap format baru tersebut dengan membuat aturanaturan yang sesuai.


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ACKNOWLEDGMENTS

First of all, I would like to express my deepest gratitude to God Almighty

for His blessings, love, and guidance that have motivated me to accomplish this

thesis.

I would like also to express my greatest gratitude to Agustinus Hardi

Prasetyo, S.Pd., M.A., my thesis sponsor, for the opportunity given to conduct

this study in one of his microteaching classes and also for his guidance, patience,

and constant support so that finally I can finish this thesis. I really appreciate all of

his efforts that were given, even when he had many duties and was in a weak

condition due to suffering calculus, in order to make me careful in making this

thesis.

I would like to thank Maria Stella Gradiana, Maria Henny Sari, and

Rufina Andang Paskaningsih for their willingness to be the participants of my

study by permitting me to access their weekly e-reflections and videos of their

class teaching performance, and setting aside their time to give me the opportunity

to conduct interview with them personally. These really help me smooth the

process of conducting this research. My sincere gratitude also goes to Laurentia

Sumarni, S.Pd., my academic advisor, for her guidance for four years in this

campus, and Caecellia Tutyandari, S.Pd., M.Pd. , my thesis writing lecturer, for

her guidance in discussing this thesis topic in thesis writing class.

I would like to give credits to all the lecturers and secretariat staff of PBI,

Mbak Dhaniek and Mbak Tari, and to all the librarians for their assistance during


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my study. My thanks also go to all my PBI fellows, whose names I really, really

cannot mention one by one, for their supports while we were struggling together

throughout our unforgettable years at English Language Education Study Program

of Sanata Dharma University.

I would also like to, as always, express my greatest gratitude to my

family: My Father, My Mother (Alm), Mbak Nia, Om Yul for their everlasting

support in everything I do. I would also like to specially thank the one holding

the other part of my soul, Rika Athena, for keeping me sane with her everlasting

love and support, particularly during my time of frustrations and depressions.

I am also extremely grateful to have such wonderful friends like Ibam,

Ronny, Jody, Verdi, Sam, Gran and Dion, who have shared their life with me

in Pringgading 9 and Gendis, Esti, Wahyu (Bocong), Julex, Funny, Wiwin,

Dea, Mega, and Indra who have shared their life in campus and also Bu Etik

and Realians (Ella, Mas Ahmed, Mbak Betha, Mbak Tutu, Mas Ari, Anggo),

who always give me support in finishing this thesis.

Finally, my deepest thanks go to everybody who has directly and

indirectly helped me write this thesis.

Andreas Adi Wijaya


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TABLE OF CONTENTS

Page

TITLE PAGE……… ...……………………………….…………………… i

APPROVAL PAGES……………………………………………………… ii

DEDICATION PAGE…………………………………………………….. iv

STATEMENT OF WORK’S ORIGINALITY……………………………. v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK

KEPENTINGAN AKADEMIS……………………………………………… vi

ABSTRACT…………………………………………………………….… . vii

ABSTRAK……………..……………………………..………………….…. ix

ACKNOWLEDGMENTS………………………………………………… xi

TABLE OF CONTENTS………………………………………………….. xiii

LIST OF TABLES……………………………………………………… …. xvi

LIST OF FIGURES……………………………………………………...… xvii

LIST OF APPENDICES…………… …………………………………… … xviii

CHAPTER I: INTRODUCTION

A. Research Background………… ………………………………………..… 1

B. Problem Formulation …..………………………………………………… 3

C. Problem Limitation ………..…………………………………………...… 4

D. The Objectives of the Study ………...…………………………………… 4

E. The Benefits of the Study ………………………………………………… 5

F. Definition of Terms ………….………… ………………………………… 6


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1. Weekly E-Reflection …...………….………………………… ...………6

2. Class Teaching Performance .………......…………...………………… 7

3. Microteaching …………………………………………………………. 7

CHAPTER II: REVIEW OF LITERATURE

A. Theoretical Description ……………………………… ..…….…...…….…9

1. Reflection and Self-Assessment in Teacher Education Programs ….… 9

a. Weekly Reflection as a Student’s Diary……..…………………. 11

2. Weblogs as Media for Weekly Reflection .…………………….…… 12

3. Weekly Reflection and Student’s Motivation……………………… . 13

4. Microteaching …………………………………………………………. 15

B. Theoretical Framework ……………………………………… ……..…… 17

CHAPTER III: RESEARCH METHODOLOGY

A. Research Method ………………………………………… ..………..…… 19

B. Research Participants …………………………………………… ……… 20

C. Research Instruments ……………… …………………………….……… 21

1. Weekly E-Reflection …..……….…………………………………… 21

2. Video Recording ……………………………...……………………… 22

3. Observation Sheet …………………………………………….……… 23

4. Interview …………………………………………………………….... 23

D. Data Gathering Techniques .…….....…………………………….……… 24

E. Data Analysis Techniques ………..…………..…..……………...……… 27


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F. Research Procedure …………………………………… ………….……… 29

CHAPTER IV: RESEARCH RESULTS AND FINDINGS

A. Each Student’s Reflected Teaching Aspects of General Teaching Competence

and Three Basic Teaching Skills…….…… …………………………….. 30

1. Fani …………...…..…………………………………………...……… 32

2. Santi …………..………..…………………………………..…………. 34

3. Sheila…………….………………………………………………..…… 37

B. The Roles of Weekly E-Reflection for Each Student in Their Class Teaching

Performances ………………………………………………...............… 40

1. Fani …………………………………………………………………...... 44

2. Santi …………………………….…………………………….……..… 45

3. Sheila ………………………………………………………………..… 47

CHAPTER V: CONCLUSIONS AND SUGGESTIONS

A. Conclusions …..…………………………….……………………..………50

B. Suggestions …………….………………………………………………… 52

1. Suggestions for Microteaching Lecture rs …………...…...……….…… 52

2. Suggestions for Future Research…………….……………..…………. 53

REFERENCES ……..………...…………………..…………...…………… 54

APPENDICES ………...........……………………………..…...……….. 57


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LIST OF TABLES

Table Page

3.1 The Scoring System of the Observation Sheet…..………………….. 27


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LIST OF FIGURES

Figure Page

3.1 The Timeline for Gathering Data ……………………………………… 24

3.2 The Process of Gathering Data from Participants’ Weekly E-Reflection25

3.3 The Process of Gathering Data from Observing Video Recording…….. 26

3.4 The Process of Analyzing Data ………... ……………………………… 28


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LIST OF APPENDICES

Page

Appendix 1: Samples of Students’ E -Weekly Reflections…………….. … 58

Appendix 2: Samples of Observation Results of Students’ Class Teaching

Performance…………………………………………………………… ...… 79

Appendix 3: Samples of Interview Transcripts……………...…………… 104


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CHAPTER I

INTRODUCTION

A. Research Background

Weekly reflection has been used as a tool to assess students’ learning

achievement and encourage them more in the learning process. In teacher

education programs, reflection, which is defined by Hatton and Smith (1995), as

cited in McCotter and Ward (2004: 245) as thinking about practice in order to

enhance it, is believed to help the students improve and develop themselves in

teaching by relating what they have learned and by exploring further their

previous experiences in the classroom.

The use of reflection in teacher education programs is considered essential

to build reflective teaching (an enquiry -oriented habit). This habit can be a kind of

training of self-assessment for teacher candidates in which they evaluate what

they have done in the practices (Srimavin and Darasawang, 2004: 2). Oscarson

(1989), as cited in Srimavin and Darasawang (2004: 1), also thinks that self -

assessment (an evaluative habit) can build students’ responsibility for their own

learning objectives. Students will learn that they have to be prepared to take the

consequences of choosing and do ing their actions and be responsible for and in

control of their own learning. Thus, weekly reflections are also a good method to

promote students’ autonomy in learning.


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Nowadays, together with the big leap of technology innovation, learning in

some ways also has been set up to follow this phenomenon. Reflection processes

today can be done in a medium named a weblog or a blog. According to Dudeney

and Hockly (2007: 86), a weblog is basically a web page to have a regular diary.

One of its advantages as a medium of reflection is that it prov ides larger dialogue

opportunities. It is not only the lecturers who can give comments on what the

student reflects but also other students who visit his or her b log. Thus, beneficial

feedbacks for his or her learning can come from both lecturer and the other

students who experience the same learning situation in the classroom.

The use of e-reflection (electronic reflection) in microteaching class of

English Language and Education Study Program of Sanata Dharma Uni versity has

been done since 2008. In this class, the students are expected to have a weblog to

write what they have experienced, learnt, and practiced during microteaching

class weekly, including pair teaching practices, group teaching practices, and class

teaching practices. Therefore, students’ weblogs can be their accounts of learning

and teaching practices during mi croteaching class and the places for them to

obtain feedbacks.

From what students reflect in their weblogs and also the feedbacks given

by the visitors, the students are expected to be able to enhance and improve their

teaching performance, especially in class teaching practice which is conducted

twice in the microteaching class. Nuryadin (2007) has once shown this in his

previous research. It showed 10 positive responses from the students toward s

weekly reflections as a tool of assessment in the class. T hough the objective of


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Nuryadin’s research was students’ perception on weekly paper-based reflection,

the writer believes the results of the research can be applied as references to this

study since the difference is only on the media of writing the weekly reflection.

Three from ten positive responses were that most students felt that doing weekly

reflection helped them review each week’s lesson, know their weaknesses, and

improve their teaching. This implies that students’ weekly reflections contain a

number of teaching aspects which often appear in the students’ evaluation of their

or their friend’s teaching practices. Therefore, the writer, in this study, wants to

seek out the reflected teaching aspects which become students’ consideration to

improve their future teaching performance.

Furthermore, those three positive responses also imply that doing weekly

reflection can help them improve their future teaching performance. Therefore,

this issue will also be one of the aims of this study in which the writer wants to

find out the roles of weekly e -reflection in students’ class teaching performance in

microteaching class.

B. Problem Formulation

Based on the discussion above, there are two problems formulated for this

study. The problems are:

1. What are the reflected teaching aspects of general teaching competence and

three basic teaching skills (setting induction and closure skill, delivery and

stimulus variation skill, and questioning and giving reinforcement skill ) (Puji et

al., 2008) that students reflect and obtain as feedbacks every week?


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2. What are the roles of weekly e -reflection in students’ class teac hing

performance?

C. Problem Limitation

There are three kinds of teaching practices that the stude nts have to do in

microteaching class. They are pair teaching, group teaching, and class teaching.

The two initial teaching practices often serve as a place to practice three basic

teaching skills separately. These teaching practices were held to help the students

enhance their performance later in the class teaching practices in which their

performance will be evaluated. Therefore, class teaching practices will be a place

for them to perform their integrated teaching skills after they practice them in the

pair and group teaching. Then, the students reflect their class teaching

performance on general teaching competence and three basic teaching skills.

Thus, the writer also would like to see the roles of weekly e -reflection to students’

class teaching performance on those skills.

D. The Objectives of the Study

The objectives of this study are the followings:

1. The reflected teaching aspects of general teaching competence and three basic

teaching skills (set induction and closure skill, delivery and stimulu s variation

skill, and questioning and giving reinforcement skill ) (Puji et al., 2008) that

students reflect and obtain as feedbacks every week.

2. The roles of weekly e-reflection in students’ class teach ing performance.


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E. The Benefits of the Study

This study is expected to give positive contributions to ELESP students,

microteaching lecturers, other researchers, and all readers in general. The

expected benefits are described as follow:

1. ELESP’s Students

This study is expected to give further compr ehension about reflective

teaching in which weekly reflections give positive contribution to teaching

practices. Hopefully, by understanding the benefits of reflective teaching in the

microteaching class, English Language and Education Study Program studen ts,

who are prepared to be teachers, can develop and improve their teaching skills.

Therefore, in the future they could be professional English teachers who could

give better services to the school and society where they work.

2. Microteaching Lecturers

This study is hoped to give evaluation of the method and also contribution

for the microteaching lecturers for their strategy to improve students’

achievement.

3. Other Researchers

For other researchers, this study expectantly is beneficial and very helpful

for those who will conduct similar research and further discussion of

microteaching.

4. All Readers in General

This study may broaden the readers’ knowledge of what microteaching is

and the roles of weekly reflection in the learning process in the course.


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F. Definition of Terms

For the sake of avoiding misunderstanding, the writer provides some

definition of terms used in this study. They are stated as follows:

1. Weekly E-Reflection

Boud (2001: 2) defines reflection as a process of looking at experiences

and learning new things from them. Reflection often deals with considering a

number of experiences and engaging with them to get the picture of what has

happened. It often includes looking at unpleasant occurrences and concentrating

on the thoughts and feelings which go together with them (Boud, 2001: 2)

Schon (1983, 1987), as cited in Tang (2002: 2), views reflections must

have the relation with an action. He proposes two kinds of reflection. Firstly,

when a student is able to think while acting, he does reflection-in-action.

Secondly, when a student is able to consider to what he has done, he does

reflection-on-action. Therefore, to reflect means to query what is seen, heard,

read, and experienced in teaching practices. Moreover students, then, relate them

to what have been learnt and what have been done before in order to help interpret

and enrich them, so that future decisions and actions related to students’ teaching

performance are enhanced.

The writing process of the reflections can be done in several media. One of

the media is a weblog or a blog. According to Dudeney and Hockly (2007: 86) a

weblog is basically a web page to have a regular diary. Weblogs are generally

managed by one person. He will regularly post many forms of content, such as

comments, ideas, opinions, and experiences of daily life, links to interesting sites,


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and jokes, to a web page (Dudeney and Hockly, 2007: 87). Since reflections often

contain one’s thinking of his experiences, weblogs, in microteaching class, can be

suitable media for the students to write their personal reflection, let their thoughts

or comments out, and share their personal teaching experiences during the

microteaching class. Teachers can utilize weblogs as a means of assessing their

learners by encouraging each of them to set up and keep using their own

individual blogs.

In this study, weekly e-reflections are students’ consideration of the

teaching practice they have done and they have experienced in microteaching

class (reflection-on-action) weekly and the reflections are written in a blog or a

weblog.

2. Class Teaching Performance

In this study, class teaching performance is a student’s teaching

performance in class teaching practice in microteaching class of English

Language and Education Study Program of Sanata Dharma University. The

performance covers general teaching competence and three basic teach ing skills.

They are the skills of setting induction and closure, delivering and varying

stimulus, and questioning and reinforcing (Puji et al., 2008).

3. Microteaching

Puji et al. (2008), view microteaching as a subject in which teacher

candidates firstly manage a teaching -learning process structurally. In addition,


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Richards (1998: 20) defines microteaching as “a training -based view of teaching”

in which teaching can be broken down into individual skills that can be isolated

and practiced individually. In the microteaching class in the English Language

Education Study Program of Sanata Dharma University, the skills practiced are

the general teaching competences and three basic teaching skills (setting induction

and closure, delivering and varying stimulus, and questioning and reinforcing)

(Puji, et al., 2008). However, microteaching class in ELESP also gives the

opportunity for the students to practice the whole skills in a practice named class

teaching practice.


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CHAPTER II

REVIEW OF LITERATURE

This study aims to find out (1) the reflected teaching aspects general

teaching competence and three basic teaching skills ( set induction and closure

skill, delivery and stimulus variation skill, and questioning and giving

reinforcement skill) that students reflect and obtain as feedbacks every week, and

(2) the roles of weekly e-reflection in students’ class teaching performance.

Therefore, there are four sections discussed in this chapter in order to help the

writer to answer two research questions previously stated. They are reflection and

self assessment in teacher education programs, weblogs as med ia for weekly

reflection, weekly reflection and student’s motivation, and microteaching.

A. Theoretical Description

1. Reflection and Self-Assessment in Teacher Education Programs

The use of reflection in educational field has been known widely. For

many researchers, reflection also becomes one of the interesting issues to discuss.

Therefore, they also have many descriptions of what reflection is. Boud (2001: 2)

describes reflection as a process of looking at experiences and learning new things

from them. Boud et al. (1985), as cited in Boud (2001: 2), also add that reflection

does not only deal with intellectual activities (thinking and reasoning of


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experiences) but also affective activities in which individuals engage to explore their

experiences in order to lead to new understandings.

Looking at its definition, reflection has been considered imp ortant to be

implemented in teacher education programs for the sake of teacher candidate

development. During following the programs, teacher candidates is expected to do

reflection. They are encouraged to think about teaching practices they have in

order to enhance it. Thus, reflection is bound with practices (Hatton and Smith,

1995, Schon 1983 as cited in McCotter and Ward, 2004: 245). In addition, Schon

(1983, 1987), as cited in Tang (2002: 2), views reflections must have the relation

with an action. He proposes two kinds of reflection. Firstly, when a student is able

to think while acting, he does reflection-in-action. Secondly, when a student is

able to consider to what he has done, he does reflection-on-action. Therefore, to

reflect means to query what is seen, heard, read, and experienced in teaching

practices. Moreover students, then, relate them to what have been learnt and what

have been done before in order to help interpret and enrich them, so that future

decisions and actions related to students’ teaching performance are enhanced.

The use of reflection in teacher education programs is considered essential

to build reflective teaching (an enquiry -oriented habit). This habit can be a kind of

training of self-assessment for teacher candidates in whic h they evaluate what

they have done in the practices (Srimavin and Darasawang, 2004: 2). Oscarson

(1989), as cited in Srimavin and Darasawang (2004: 1), also thinks that self -

assessment (an evaluative habit) can build students’ responsibility for their own

learning objectives. They are responsible for and in control of their own learning.


11

Thus, self-assessment, which is also associated with reflection, helps the teacher

candidates to reflect on their practice and understand that learning is a process

(Oscarson, 1989, as cited in Srimavin and Darasawang, 2004: 1). In other words,

together with doing reflection in their learning process, the students are expected

to evaluate their own level of knowledge, performance, and get information about

their learning in order to achieve the objectives of their learning.

a. Weekly Reflection as a Student’s Diary

Concerning the importance of assuring microteaching students to self -

assess their learning, their lecturers have applied a tool named weekly reflection in

microteaching class. It is based on a perception that s elf-assessment and reflection

can be a synergy process, especially for teacher candidates who do teaching

practice. By applying weekly reflection, each student is hoped to assess and

enhance their performance by making individual account which contains their

honest, open, and detailed report on their teaching experiences or on what they see

in the class. Thus, weekly reflection serves as “a diary study” for microteaching

students (Bailey, 1990, as cited in Richards, 1990: 120).

Richards (1990: 121) proposes that keeping a diary should be followed by

an intention to review and think about what have been written since a student

diary is a source of past experiences, which have been recalled and examined, for

planning and doing future action (Bartlett, 1990, as cited in Richards, 1998: 21).

By doing that action, students, as teacher candidates, benefit by being able to find

something that may have not been obvious before when they wrote their


12

reflection. Thus, students will not just record their teaching experiences or events

that took place during the class but also make sense of what they have written.

The process above, thus, can trigger critical reflection. This kind of

reflection is defined as an activity or process of recalling, thinking, and assessing

an experience for more extensive aims (Richards, 1998: 21). Richards (1998: 21)

divides the process in reflecting critically into three parts, namely the event (actual

teaching), the recollection of the eve nt (producing an account of what happened),

and the review and response to the event (reviewing and evaluating the event in

order to be at a deeper level). This reflection process is hoped to be taken place on

students when weekly reflections are applied i n microteaching class.

2. Weblogs as Media for Weekly Reflection

According to Dudeney and Hockly (2007: 86), a weblog is basically a web

page to have a regular diary. It is generally managed by one person. He will

regularly post many forms of content s, such as comments, ideas, opinions, and

experiences, to a web page. (Dudeney and Hockly, 2007: 87).

Nowadays, together with the big leap of technology innovation, learning in

some ways also has been set up to follow this phenomenon. One of the uses of

technology in educational fields is utilizing weblog as students’ journals or

diaries. Blogs which serve as students’ diaries are called student blogs (Dudeney

and Hockly, 2007: 87). In microteaching classes, lecturers can utilize weblog as a

means of assessing their students by encouraging each of them to post their blogs

once or twice a week. Blogs also can provide an environment for students to


13

communicate with lecturers and with their peers. In addition, teachers also can

encourage their students and th emselves to post comments on blog entries.

Comments given, in the setting of microteaching class, are hoped to provide

constructive and beneficial feedbacks to the blog’s owner. Thus, here, blogs

establish a cyber-community around teaching topics (social s oftware), and serve

as “reflective blogs”. (Dudeney and Hockly, 2007: 87).

3. Weekly Reflection and Student’s Motivation

Previous research carried out by Nuryadin (2007) entitled Weekly

Reflection in Microteaching Class of The English Language Education Study

Program of Sanata Dharma University: The Implementation and Students’

Perception showed positive responses from the students towards weekly

reflection as a tool of assessment in the class. The result of the study pointed out

that:

a. Most students preferred to do weekly reflection in written form.b. Most students preferred to do weekly reflection as home assignment.c. Most students did weekly reflection truly based on the s ituationhappening.d. Most students did weekly reflection based on what is ideal to happen.e. Most students did weekly reflection based on the rules and the form given.f. Most students did weekly reflection based on their own concept, whichwere often contradictory to what it should be.g. Most students did weekly reflection not just because it is compulsory orobligatory; it helped them improve their learning.h. Most students felt that doing weekly reflection helped them reviewingeach week lesson and improve their learning.i. After doing their weekly reflection and knowing their weaknesses, moststudents reacted to make improvements.j. Most students did weekly reflection not just to get good marks.

(Nuryadin, 2007: 53-58)


14

From the results above, some important points are recorded. It is obviously

seen from the results that students generally agree that weekly reflection is a

written take-home assignment which has its rules and form and has to be

developed in students’ own concept, in order to help them improve their learning

in microteaching class. Some result points (g and j) also indicate that there is one

factor influencing students in doing weekly reflection. It is student’s motivation.

According to Woolfolk (2005: 341), “to be motivat ed means to move

energetically towards a goal or to work hard, even if we are bored by the task.”

There are two types of motivation, namely intrinsic and extrinsic motivation.

Intrinsic motivation is motivation which is stimulated by internal factors. The

person will consider activities he does are his own reward. While, extrinsic

motivation is stimulated by external factors such as rewards and punishments

(Woolfolk, 2005: 341).

The results of previous study show that most students did weekly reflectio n

due to both intrinsic and extrinsic motivation. It can be seen from four last points

of the result (g, h, i, and j). These findings also show that the motivation that the

students experience was a combination of trait and state factors (Woolfolk, 2005:

342). It implies that the students did the reflection due to two reasons. Firstly, they

had to report what they have learnt since it would also influence their mark.

Secondly, they valued reflection and learning process they took in order to

achieve their goals, which were to perform well in their class teaching in the

microteaching class.


15

The results of the study indicate that most students are in the level in

which they are motivated to fulfill their intellectual achievement ( Need for Self-

Actualization: Maslow’s Hierarchy of Needs, 1973) though this level in fact can

never be completely filled. They did the weekly reflection to review what they

have learnt and make improvements from their failure in the learning they had

attended every week. They wanted to have better teaching performance as their

goal.

However, the new implementation of weekly reflection in microteaching

class using weblog as the media also could affect students’ motivation in doing

weekly reflection. The result of previous study indeed shows that most students

like if it is done in the written form. Despite the similar form applied to

implement weekly reflection which is written form, one weblog’s feature, which

provides larger dialogue opportunity so that it enables students to obtain

feedbacks, may increase their motivation in doing it.

4. Microteaching

Puji et al. (2008), view microteaching as a subject in which teacher

candidates firstly manage a teaching -learning process structurally. In addition,

Richards (1998: 20) defines microteaching as “a training -based view of teaching”

in which teaching can be broken down into individual skills that can b e isolated

and practiced individually.

Microteaching class, in the English Language Education Study Program of

Sanata Dharma University, also gives the opportunity for the students to practice


16

the whole skills in a practice with time limitation (30 minutes ) named class

teaching practice. In the microteaching class, in ELESP, the skills practiced are

divided into two. They are general teaching competences and three basic teaching

skills. General teaching competences cover material mastery, teaching apperance ,

classroom management, and language usage.

Besides general teaching competences, Puji et al. (2008) also put three

basic teaching skills as the practiced components in the classroom. The first is

setting induction and closure. Since the purpose of setti ng induction is to create a

stimulating learning atmosphere for the learners, several skills, such as being

enthusiastic, motivating, giving the structure of the lesson and making a

perception are needed by the teacher candidates. They also needed skills w hich

are needed to check learning objectives, which have been set up, to learners’

achievement in the class. These setting closure skills cover reviewing and giving

students’ time to reflect their learning.

The second basic teaching skill is delive ring and varying stimulus. Puji et

al. (2008) views this skill is mainly required by teacher candidates to help learners

comprehend the materials being taught during the learning process. The numbers

of teaching components in this skill are quite large. Some of t he components are

language, learning media, focusing, eye contact, voice, gesture, facial expression,

pause and etc.

The last category of basic teaching skill is qu estioning and reinforcing

(Puji et al., 2008). Several practiced teaching components which belong to this

category are giving clear, simple, and qualified questions, responding to students’


17

answers, diverting students’ answers, and giving verbal and non-verbal

reinforcement.

B. Theoretical Framework

Weekly Reflection, in the learning develop ment, has been suggested as an

effective assessment tool in microteaching class. Reflection, in the previous sub -

chapter, has been associated with deep thought and evaluation of several elements,

such as teaching experiences and events, in which students q uestion what they

see, hear, read, and experience i n the microteaching class. Boud et al. (1985), as

cited in Boud (2001: 2), also add that reflection does not only deal with intellectual

activities (thinking and reasoning of experiences) but also affective activities in which

individuals engage to explore their experiences in order to lead to new

understandings. In addition, together with doing reflection in their learning

process, the students are expected to evaluate their own level of knowledge,

performance, and get information about their teaching experiences in order to

achieve the objectives of their learning in microteaching class. These theories,

later, are used to answer the first problem formulated in the initial chapter.

In addition, weekly e-reflection, which is considered as a students’ diary

(Bailey, 1990, as cited in Richards, 1990: 120) and is written in a blog, is believed

to lead the students to autonomous learning (the students evaluate their own

learning and they are responsible for and in control of it) (Oscarson, 1989, as cited

in Srimavin and Darasawang, 2004: 1) and critical reflection (the students recall,

consider, and evaluate their experiences that they have written; in this process the


18

students may find something that has not been obvious before when they write

their experiences) (Richards, 1998: 21). This is the main and expected role of

implementing weekly e-reflection in many subjects, especially in microteaching

class. They are just similar with the previous research findings carried out by

Nuryadin (2007). The result showed that students perceived that weekly reflection

could improve their learning. In ot her words, weekly reflection helps the students

increase their knowledge about teaching and improve their teaching performance

as well.

The theories above are use to answer the second problem formulated . In

addition, based on them, the writer formulates three factors to indicate that weekly

e-reflection plays important role in students’ progress in class teaching practice.

They are:

1. Weekly e-reflection helps the students to reflect what they have practiced and

learnt from others in the classroom.

2. Weekly e-reflection helps the students to post their problems and obtain

feedbacks and solution to those problems.

3. Weekly e-reflection helps the students to review their progress up to this point

and find references for their teaching since weekly refle ction is considered as a

source containing of well-implemented teaching skills and poorly -implemented

teaching skills, which are still possible to be found any solution.


19

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodology of the research. It consists of six

sections. The discussion in this chapter includes research method, research

participants, research instruments, data gathering techniques, data analysis

techniques, and research procedure.

A. Research Method

This was a qualitative study because the writer intended to gain a holistic

picture and an in-depth understanding of human behavior, rather than a numeric

analysis of data (Ary et al., 2002:25). Therefore, the writer believed th at the use of

qualitative approach was appropriate to this study since “human behavior is bound

to the context, in which it occurs and social reality cannot be reduced to variables

in the same manner as physical reality” (Ary et al., 2002: 422). In addition,

understanding and portraying the meaning, which was constructed by the

participants involved in the setting of microte aching class, were the most

important in this study (Ary et al., 2002: 422).

This study mainly would like to give an in -depth description of the

prevailing method of assessment in microteaching class, weekly e-reflections that

took place in microteaching students. Concerning on figuring out the objectives of

the study, the writer applied content or document analysis as the appropriate


20

method to describe prevailing practices (Ary et al., 2002: 442). The materials

analyzed were each participant’ s weekly e-reflections and their video recording s

of their class teaching practice.

B. Research Participants

The participants of the study were three sixth-semester students of English

Language and Education Study Program (ELESP) of Sanata Dharma Unive rsity.

The study took place in the setting of microteaching class. The aim of this class

was further to develop students’ teaching performance by applying certain

teaching methodology or approach. There were sev en microteaching classes in the

even semester of the academic year 2008/2009 and each class consisted of

approximately 20-25 students. All of them had taken all the requirement subjects

to join this class, such as Instructional Design, Approach, Method, and

Techniques, Language Learning Assessment cl ass and other compulsory subjects.

Thus, they had completed the provisions to enroll microteaching class.

In selecting the participants of this study, the writer considered the nature

of this study that did not aim to make generalization to a certain pheno menon (the

study was only to explain what exactly happened). Therefore, the participants

selected in this study did not represent the wider population, but they simply

represented themselves (Cohen et al., 2003: 102). Thus, the writer selected three

participants from one of the microteaching classes (class C). Another reason of

selecting three participants in this study was the consideration to the practicality

of time in which the writer would spend much time only to examine one


21

participant since the complexity of procedures of data collection process and data

analysis that will be elaborated later in the following parts.

In order to be able to find the answers to the two research questions in the

initial chapter, the writer applied purposive sampling. Cohen et al. (2003: 103)

stated “in purposive sampling, researchers handpick the cases to be included in the

sample on the basis of their judgement of their typicality. In this way, they build

up a sample that is satisfactory to their specific needs.” Therefo re, in this study,

considering the completeness of information needed to answer the research

questions, the writer selected the three participants who regularly posted their

weekly reflection in their weblogs.

Considering the demand of each participant not to present their real names

in presenting the result of data analysis in this paper, the writer also applied

“pseudonym”, hiding the real identity of each participant. Therefore, all names in

the next chapter were not the real name of the participants.

C. Research Instruments

In order to answer the problems formulated in the initial chapter, the writer

employed four research instruments . They were weekly e-reflection, video

recording, observation sheet , and interview.

1. Weekly E-Reflection

In the two paragraphs above, the writer stated two important instruments

which were used in obtaining information. They were the participants’ complete


22

weekly e-reflections and video recordings of their performances. These

documents were the primary source for the writer because they were the

recordings of someone’s firsthand experience in teaching practice in the

microteaching class (Ary et al., 2002: 435). In the participants’ weekly e-

reflection, the writer read and highlighted their reflection on genera l teaching

competence and three basic teaching skills ( set induction and closure skill,

delivery and stimulus variation skill and questioning and reinforcement skill )

(Puji et al., 2008) they or perhaps their friends had practiced in microteaching

class. In addition, since the weekly e -reflections were written in electronic media

called blogs or weblogs, the possibility of giving direct feedbacks on the blog

entries likely happened. These feedbacks and students’ teaching aspects in the

reflection were very important as a basis for the next steps in conducting the

study.

2. Video Recording

Another document employed in this study was each participant’s vi deo

recordings of their class teaching performance. The purpose of observing their

performances was to see the roles of weekly e -reflection in helping them perform

the teaching aspects in their reflections well.

Video recordings helped the writer see obvi ously the roles of weekly e -

reflection by providing complete description of each participant’s class teaching

performance. The writer could see the detail happened during class teaching and

would not miss one single event in that teaching since the writer could play it


23

back. Therefore, the observation could be done in depth using the instrument

below.

3. Observation Sheet

Observation sheet was used to evaluate participants’ class teaching

performance on their teaching aspects in their weekly e -reflections. The content of

the observation sheet was taken from the observation sheet in the g uideline of

microteaching subject published by Faculty of Teachers and Training of Sanata

Dharma University. Therefore, the basis for the writer to evaluate participants’

performance in this study was credible.

4. Interview

Concerning the credibility of the study, the writer also applied interview as

one method to gain information which could not be obtained through document

analysis. This information, later, was used to c onfirm what the writer had found in

analyzing the documents.

The interview was conducted in more probing and semi -open technique.

There were several questions which would be the guideline for the writer.

However, the writer could ask additional questions a s the opportunity came. In

addition, the interview was also conducted in Bahasa Indonesia in order to avoid

misunderstandings. In conducting interview, the writer employed an mp3 player

to record the interview. Then, the recorded conversation was transcrib ed.


24

D. Data Gathering Techniques

Figure 3.1 The Timeline for Gathering Data

The figure above was a timeline for gathering data in this study. There

were two periods to gather data for answering two research questions. These two

periods were taken based on the numbers of class teaching practice that each

participant had in microteaching class. There were two kinds of teaching practices

that each participant had.

There were two kinds of data gathered in this study. The first data was the

result of reading each participant weekly e -reflections. The second data was the

result of observing each participant’s recorded teaching performance in their class

teaching practices. Both two kinds of data were gathered twice based on the

timeline above. The writer did the process because the writer wanted to see the

roles of weekly e-reflections in each period in their each class teaching

performance.

To obtain the first data, firstly , the writer read carefully the reflection and

highlighted the teaching aspects both from the reflections and the comments or

feedbacks left. The data were the reflected teaching aspects of general teaching

competence and three basic teaching skills they had practiced or they noticed from

other students’ practice in microteaching lab, which told both the well -done and

Class TeachingPractice I

Class TeachingPractice II

Weeks before class teachingI

Weeks before class teaching II


25

poor performance, and also the comments or feedbacks given by the visitors to

them. The writer clustered the information which was obtained by reading weekly

e-reflections into two groups. The first was the information obtained in each

participant’s e-reflections in the weeks before their first class teachi ng. The

second was the information obtained in each participant’s e -reflections in the

weeks before their second class teaching.

Figure 3.2 The Process of Gathering Data

from Participants’ Weekly E-Reflection

The second kind of data the writer obtained was the result of observing

participants’ class teaching performance. The writer observed participants’ class

teaching performances, especially their performance on the aspects that they had

reflected in the weekly e-reflections. To ease the process of gathering data in this

step, the writer utilized observation sheets which were complemented with spaces

to note down the description of class teaching situation and participants’ class

teaching performance. The writer described the class situation or even transcribed

Reading each participant’sweekly e-reflections which were

written in the first period andhighlighted the reflected

teaching aspects

Data A

Reading each participant’sweekly e-reflections whichwere written in the secondperiod and highlighted thereflected teaching aspects

Data D


26

the participants’ utterances in th eir teaching on the field notes. This data gathering

process was also conducted twice based on the timeline. Therefore, the writer

observed both the first and second class teaching performance of each participant.

Figure 3.3 The Process of Gathering Data

from Observing Video Recording

The second kind of data was in the form of mark s and notes of

participants’ performance. The presence of notes on the observation sheet

provided detailed information about the performance. These notes also inf luenced

the writer in giving the score to participants’ teaching performance on the

indicator of certain teaching component. The range score was 1-5. On the

observation sheet, every observed teaching component had two indicators to be

achieved to gain the maximal score which was 5. Number 1, for the score,

indicated that the participants ’ teaching performance did not meet two indicators

given. Number 2 and 3 showed that participants’ teaching performance met one of

Observing and noting down eachparticipant’s first class teaching

performance, especially on severalteaching aspects reflected in the

weekly e-reflections.

Data B

Observing and noting downeach participant’s second

class teaching performance,especially on several teaching

aspects reflected in theweekly e-reflections.

Data E


27

the indicators given. Number 4 and 5 indicated that the participants’ teaching

performance met both indicators of certain teaching component on the observation

sheet. However, the firstly-mentioned numbers, 2 and 4 , showed that the

participants did not perform the indicators optimally. Whereas, t he late-mentioned

numbers, 3 and 5, indicated that they performed the indicators optimally.

Table 3.1 The Scoring System of the Observation Sheet (Puji et al., 2008)

E. Data Analysis Techniques

After collecting all the data needed, the writer then analyzed them. Firstly,

to answer the first problem formulated the writer used the first kind of data (data

A and data D, figure 3.4). The writer also did not only present the reflected

teaching aspects but also interpreted what the participant’s thought in their e -

reflections. The writer considered this manner since reflection is a mental process.

Secondly, to answer the second problem formulation, the writer needed to

go through several stages. The fi rst stage was that the writer compared the result

of reading weekly e-reflections and observing each participant’s class teaching

performance in order to see whether or not each participant performed well the

teaching skill aspects in their weekly e -reflections. The well-performed teaching

skill was indicated by good rating of performance (it was indicated by red shading

Score Notes1 Two indicators do not exist2 One indicator exists, not optimal3 One indicator exists, optimal4 Two indicators exist, not optimal5 Two indicators exist, optimal


28

on the score sheet). If the reflected teaching skills which had been classified in to

several practice components, whose number was not giv en turquoise shading on

the observation sheet, indicated a good rating, it implied that weekly e -reflections

played positive roles in improving or mainta ining good teaching performance or

otherwise. The previous sentence was the writer’s hypothesis.

In the next step, the writer conducted two interview sessions with the

participants to confirm the hypothesis. The writer would like to see whether each

participant made use of their weekly e -reflections in preparing their class teaching

performance by asking more detail information, especially about the findings

obtained from the previous step. The writer, then, combined the result of the

previous step with the findings obtained through interview to draw a conclusion

on the roles played by weekly e-reflections to their class teaching performances

(figure 3.4, data C and data F) .

Figure 3.4 The Process of Analyzing Data

Data E

Data D

ComparedHypo II Interview result

confirm

Data F

Data A

Data B

Compared Hypo I Interview resultconfirm

Data C


29

F. Research Procedure

This sub-chapter described the whole process which the writer applied in

the study. In general, there were two identical steps taken by the writer in order to

gather and analyze the data and information needed to answer the research

question in the chapter one. In each s tep, the writer started by reading participants’

weekly e-reflections. The writer, thus, used the result of reading weekly e -

reflections to nswer the first problem formulation. In the next stage, the writer

observed each participant’s recorded teaching per formance. In observing their

class teaching performance, the writer utilized several observation sheets which

were also used in observing students’ teaching practice in microteaching class.

Then, the writer made a hypothesis from the findings obtained from both reading

weekly e-reflections and observing class teaching performance. The writer, even,

would like to see the specific roles of weekly e -reflections from each participant

by conducting interview session. The result of the interview helped the writer

draw a final conclusion which was the answer to the second problem formulation

in this study (concluding the findings of data C and data F, figure 3.4) . The step

above was conducted twice based on the timeline. The first step was related to

first class teaching practice of the participants an d the second was related to the

final class teaching practice.


30

CHAPTER IV

RESEARCH RESULTS AND FINDINGS

This chapter presents the answers of the research qu estions into two parts.

The first is the reflected teaching aspects of general teaching competence and

three basic teaching skills that participant s reflected and obtained as feedbacks

every week. The second is the roles of weekly e -reflections for each participant in

their class teaching performance s.

A. Each Student’s Reflected Teaching Aspects of General Teaching

Competence and Three Basic Teaching Skills

In reading students’ weekly e -reflections, the writer found that each

student’s reflection contained aspects of teaching performance on general teaching

competence and three basic teaching skills. Unfortunately, there were none of

them that were given as feedbacks. It indicated that each student had realized one

of its functions as a place to translate their experiences in microteaching class into

words. This finding mirrored the previous research findings by Nuryadin (2007),

which showed that students did weekly reflection to help them review each

week’s lesson and know their weakne sses. The writer found these in their

reflection in the form of two factors. They were observers’ comments (to know

their weaknesses), and self -thought of friends’ teaching practice (to review each

week’s lesson). Another aspect which also appeared in thei r weekly e-reflections


31

was their mental image of an ideal teacher. The pattern of the emergence of the

teaching aspects above in the weekly e -reflections was also recognized. Firstly,

the teaching aspects which derived from observers’ comments always came in the

reflection of the week they had teaching practice, for instance pair teaching, group

teaching, and class teaching. The writer also found one interesting phenomenon in

reading those reflections. He found that the observers’ comments of their own

performance were the only teaching aspects presented. There were no reflec ted

aspects of her partner or classmate’s performances (See Santi, Personal Blog,

March 19, 2009; Sheila, Personal Blog, February 16, 2009; Fani, Personal Blog,

March 30, 2009). The writer assumed this phenomenon as a normal behavior of

human since when a person experiences a single moment, especially an

unpleasant moment, the person will store it in his mind.

Secondly, the teaching aspects were self -thoughts or opinions towards

their friends’ performances. The opinions were usually pointed out in general .

However, there were sometimes some sentences which were specifically

presented to clarify the opinion, for example:

I was impressed by their performance. They have their own strengths andalso weaknesses. The first teacher had a fluent English and good d ictionalthough sometimes he spoke slowly in the speed. Perhaps, he felt sorelaxed that he did not necessary to get hurry. Well, he should be moreenthusiastic next time so that the students will be more motivated torespond his questions.

(Fani, Personal Blog, March 18, 2009)

The last teaching aspect, a mental image of an ideal teacher, was mostly

found in the initial reflections. However, there were only two students who


32

presented their mental image of an ideal teacher, Sheila and S anti. In her

reflections, Sheila stated that a teacher was an entertainer (Sheila, Personal Blog,

January 30, 2009), while Santi stated that a teacher was a presenter of a live music

concert (Santi, Personal Blog, February 12, 2009).

Though the writer found the similar characteristics of each student’s

weekly e-reflection, he discovered that each student had their own thinking of

learning process taken place in the same microteaching class by presenting

different content in their weekly e -reflections. The writer, then, elaborated the

teaching aspects of each student’s reflection in the following sequence.

1. Fani

(Source: Fani, Personal Blog, February 3 – March 30, 2009)

The writer found that in reflecting teaching aspects from her observers’

comments, Fani balanced her reflection by presenting both positives and negatives

of her teaching performance. The positives were her confidence, way of delivering

materials, and even her progress in improving her performance in setting good

closure and allocating time sufficiently for the closure part. The last aspect was

the significant one for her. The negatives were her mispronunciation and her

unnecessary gestures when she was teaching (Fani, Personal Blog, February 12

and 19, 2009).

The writer also got her idea of a teacher. She reflected it after seeing her

friends’ performance in teaching practice while waiting her turn for the first

teaching practice. The writer noticed that she was really fond of a well -prepared

teacher. In her opinion, this teacher could desi gn interesting activities for


33

induction and main activities. She always thought of her class activities which

would be presented for her first class teaching practice. She really enjoyed a

communicative and attractive teacher and of course a teacher who wa s competent

in English (Fani, Personal Blog, March 3, 12, and 18, 2009).

The teaching aspects above were the focus of the writer in observing her

performance in the first class teaching practice. Preparation was the main teaching

aspect (besides the other aspects) of her elaboration in her reflection before

conducting the first class teaching practice.

In the e-reflections after she had her first class teaching practice, the main

aspect Fani reflected was her English. It was her unconvincing performance in her

first class teaching. After teaching, she reflected that she had poor English,

especially when she wanted to give instruction to her students. She also often

mispronounced and used inappropriate words in her teaching. In her next

reflection, when she saw her friend’s teaching performance, she stated that the

teacher who taught in that day had better English than those she performed in the

previous week (Fani, Personal Blog, March 30, 2009).

Moreover, the writer viewed that observers’ comments also st rongly

affected her in looking back her first teaching. The writer noticed her admittance

of being unable to perform English well in her first teaching due to having

inadequate preparation for it. However, the writer noticed that she pointed out

some positive observers’ comments on this. She stated other teaching aspects

which also came from the observers’ point of view. They were about confidence,

induction, and voice. (Fani, Personal Blog, March 30, 2009). Thus, the writer


34

assumed that observers’ notes mi ght play important role in helping the performer

in reflecting her own performance.

At last, several teaching aspects elaborated previously were the focus of

her reflection during the period of waiting for her second class teaching turn

though she also sta ted several aspects in the week she observed her friends’

performance. Most of them were her ideas of a teacher that had been presented in

her several previous reflections which mainly pointed out about preparation

(appropriate material selection and inter esting activities), and good English (Fani,

Personal Blog, March 30, 2009).

Thus, from reading Fani’s weekly e -reflections, the writer found that Fani

reflected mainly teaching aspects that she experienced and saw in the

microteaching class. Firstly, it told about her unpleasant experiences in her

teaching practices. Secondly, it told about her positive experiences of her teaching

practices, including a progress she had made. Lastly, it was her criticisms on her

classmates’ teaching performance and unique ly the criticisms were her thinking of

an ideal teacher.

2. Santi

(Source: Santi, Personal Blog, February 2 – May 30, 2009)

The writer found her previously formed mental image of an ideal teacher

in her several initial reflections. Based on her opinion, the writer assumed that she

enjoyed a teacher who did not only have nice appearance and learning media and

appropriate materials but also had good material mastery of the topic, good


35

language to deliver the materials, and communicative personality (Santi, Personal

Blog, February 2, 2009). Thus, she would feel annoyed especially when she saw

her friends being unprepared in their c lass teaching (Santi, Personal Blog, March

3, 2009).

The writer also noticed that her mental image of a good teacher might

affect her performance in pair and group teaching. The writer saw that her

reflected aspects, especially the negatives, which were o btained from observers’

comments, had not been thought by her before, for instance she had to give

background information (orientation) in the introduction. The writer also saw her

strong aspects of teaching, for instance presenting appropriate activities and

eliciting her students’ participation in learning, as the actualization of her mental

image of a good teacher, which was well - prepared and communicative (Santi,

Personal Blog, February 12 and 19, 2009).

The reflected teaching aspects above were the f ocus of the writer in

observing her performance in the first class teaching practice. Her points of view

of a good teacher, preparation, were the main aspect (besides the other aspects) of

her elaboration in her reflection before she conducted the first cl ass teaching

practice. Another aspect, which was as important as preparation, was induction.

The writer considered this as the essential idea since normally people tend not to

make the same mistakes in the second opportunity.

In the reflection after she taught for her first teaching practice (Santi,

Personal Blog, March 19, 2009), the writer noticed that the observer’s comments

strongly affected the way she, as well as Fani, reflected herself in that teaching


36

though she presented her thought of it, for in stance better set induction, poor time

allocation. The writer perceived that in the microteaching case in which a

performer practicing teaching which was observed by some observers, the

evaluation or feedbacks from those people were still considered import ant for the

performer. Looking at her previous reflections, especially the reflections after she

had pair and group teaching, the writer, then, assumed that Santi also had the

previous character.

Another reflected aspect was about setting good closure (Sa nti, Personal

Blog, March 25, and April 2, 2009). The writer viewed that this idea came up after

she might wonder of what good closure was. The writer assumed that it was

because she might not really perform the closure well and she might think that her

friends’ performance on closure and hers were alike.

The writer also found her previous mental image of a teacher (in her e -

reflections before she had the first teaching practice) in her reflection which was

posted on April 15, 2009. The writer saw this in the way she reflected one of her

friends’ performance.

I was amazed of Tata’s performance. She knew well how to make thestudents understood the material. She gave a lot of example that could helpthe students concluded what was going to be discuss I clas s. She was alsoable to attract the students’ interest of the class activity. The mostsignificant thing that Tata did is the ability to switch the language to besimpler and understandable to junior high students. Two thumbs up forTata, she is really a teacher^^.

(Santi, Personal Blog, April 15, 2009)

The writer also assumed that what her friend had performed were also the

things that she had not performed yet in her first class teaching practice. It was


37

because in the previous sentences in the reflection on the same date, she explained

the things that she could not perform well and she exampled those things by

means of describing her friend’s performance. Thus, the writer recognized a

pattern of her reflections in which she typically thought of her poor performance

that had not performed well. It was the normal tendency of human character.

Thus, from reading Santi ’s weekly e-reflections, the writer found that

Santi also reflected mainly teaching aspects, which she experienced and saw in the

microteaching class, as well as Fani did. Firstly, she reflected both the strengths

and the weaknesses of her teaching perform ance in her teaching practices.

Secondly, she reflected teaching aspects as her criticisms towards her classmates’

performances which did not accord with her idea of an ideal teacher.

3. Sheila

(Source: Sheila, Personal Blog, January 30 – May 22, 2009)

The writer obtained two ideas which were contradictory to each other in

Sheila’s initial e-reflection. She had an opinion that a good teacher was an

entertainer. However, in the same reflection, she also stated the thing that she had

not had yet to be a teacher (if she defined a teacher as an entertainer). It was her

confidence.

"Microteaching.."When I hear this word I always notice a picture of me with a doubtfulteaching. I can have my blood 'frozen' when I must speak in public.Everything is cold and I cannot move...

(Sheila, Personal Blog, January 30, 2009)


38

In addition, the writer really re -noticed her natural character, nerves, in her

following reflections as the weak aspect of her teaching. The writer found this in

her reflections in the weeks she practiced pair and group teaching (Sheila,

Personal Blog, February 8 and 16, 2009). Thus, the writer uniquely noticed that

she had already presented the real weak teaching aspect of her. It was slightly

different from the two previous performers, Fani and Santi, in which they

admitted and presented their weak aspec t from the observers’ point of views.

Another weak teaching aspect, that the writer found, was her seriousness

in teaching. She still considered her students as her friends. The writer assumed

that this problem normally happened and if she had entered th e real teaching

world, she would have different approach since her students were not really her

friends. However, if this friendship consideration had been viewed as approaching

close friends (Sheila, Personal Blog, March 3, 2009), it would have made a hab it

for her to be subjective to her favorite students.

There was another unique attitude recorded from reading her weekly e -

reflections. The writer found that she did not merely admit and accept observers’

comments on her performance in pair and group tea ching (she acknowledged her

weak aspect) but she also presented reasons to the thing she felt fine.

Ragil said my opening was too short. ……..………..I've learned many things from group teaching. I learn how to make a goodand sufficient opening and closing. The most important thing for setinduction is it leads the students to enter the material. It is not easy. Onething that I always forget in set induction is mentioning objectives fromthe topic. I think that it is very important so that the students unde rstandwhy they are asked to do some activities...A long set induction sometimesdoes not have relationship with the topic.


39

(Sheila, Personal Blog, February 8, 2009)

The second thing is I should give a preview about the reading passagebefore I ask the students to read it. I taught reading and I give a readingpassage, The Rabbit in the Moon, to be read. My pair told me that I shouldgive a more familiar reading passage or I should give preview about thereading passage. Actually, I like reading a ne w thing . That's why I give anew reading passage. Next time I must not forget to give a preview aboutthe reading passage.


The reflected aspects above were the focus of the writer in observin g her

performance in her first class teaching practice. Confidence (excitement) was the

main aspect (besides the other aspects) of her elaboration in her reflection before

conducting the first class teaching practice.

In the e-reflections after Sheila had her first class teaching practice, the

writer could not really find any strong aspects of teaching skills reflected in her

weekly e-reflections (Sheila, Personal Blog, March 11 - May 8, 2009). Even, there

was no her deep thought of her first class teaching practice. During this period,

she just answered the guided questions given. She would just simply answer the

questions in five rows at the max. Thus, the writer assumed that the reflected

aspects of teaching skills were sudden opinions which came up to her mind during

the reflection writing process.

From reading Sheila’s weekly e -reflections, the writer found that she did

not only reflected her weak points which came from the observers’ comments but

she also reflected and admitted her weakness in teaching. In addition, in reflecting

her teaching performance, she also added her thinking and reasonable opinion in

perceiving observers’ comments. Another teaching aspect, which was reflected,


40

was her opinion towards her classmates’ performance. It appeared brief ly in her

several last weekly e-reflections.

B. The Roles of Weekly E-Reflection for Each Student in Their Class

Teaching Performances

The writer assumed that weekly e -reflection might play different roles in

each student. The writer in the theoretical framework had presented three roles

which might be played in the consideration of the recent applied form of weekly

reflection in the microteaching class (see Theoretical Fr amework). After reading

students’ weekly e-reflections, observing students’ performance through video,

and conducting interview with them, the writer thought that each student did not

experience those three roles.

There were two significant roles of weekl y e-reflections that were not

taken place on three research participants as microteaching students. Firstly,

considering weblog as the media for weekly reflection, the new applied format of

this assessment did not serve as social software which could creat e an online

community of microteaching students (Dudeney and Hockly, 2007: 87). It was

because the absence of any comments towards certain reflection in a certain week.

If there was a comment, it did not discuss what was being concerned in the

reflection. Here was the example of irrelevant comment:

Nirlciree Says:April 5, 2009 at 6:56 am | ReplyGreat site this sarceriathequill.wordpress.com and I am really pleased tosee you have what I am actually looking for here and this this post isexactly what I am interested in. I shall be pl eased to become a regularvisitor


41

(A Response to Santi’s Personal Blog Titled “Set Closure”, March 25,2009)

Another example of this was that the absence of any replies towards

question posted by one student in the blog. Even, the student did not obtain any

answers to the question until she conducted class teaching practice though she

repeated the question for the second time.

Observing class teachings, I found a big question: “how to make good andproper set closure?” Most of the students (included me) have problems inset closure and time management. A bad time management is the mainfactor of improper set closure.

(Santi, Personal Blog, March 25,2009)

The same problem that often happened in class teaching is timemanagement. It seems that the students (included me) are difficult tomanage the time in the last minutes of the teaching, so most of the students(included me-again^^) have improper set closure. Related to set closure, Iam still questioning the same question as last wee k’s reflection: how doesthe good set closure look like?

(Santi, Personal Blog, April 2,2009)

Secondly, weekly e-reflection did not serve as a reference or a source of

teaching aspects for three students bef ore having their class teaching practice. The

writer, in the theoretical framework, assumed that weekly e -reflections might play

a positive role for each student to give references of teaching skills to be practiced

in class teaching practice. However, the result of interview, which was conducted

twice with each student, showed that the role of weekly e -reflections as useful

sources was not really responded well by them. All the participants stated that

they did not re-read their reflections’ content to fin d references of teaching skills

they might need, yet they just re -check the grammar of their writing, or they just


42

read the reflections at a glance while writing a new ref lection (also see appendix

p.113 and p.118).

Looking at the phenomenon above, the w riter assumed that one function

from a diary study and critical reflection did not take place in three participants. In

keeping a diary, the participants did not continue it with reviewing and thinking of

what they have written (Richards, 1990: 121). Furth ermore, three students might

not fully do the process of critical reflection since they only went as far as making

an account of their teaching experiences not reviewing and evaluating them

(Richards, 1998: 21). Therefore, the role of weekly e -reflections, as useful

references of teaching skills to consider, did not take place in three participants.

Santi and Sheila, even, viewed that observation results (observers’

comments) which became useful references for them to enhance their future

teaching. Moreover, one student, Sheila, initiatively recalled her previous teaching

practice experiences.

Kalau refleksi dari blog tidak saya baca tetapi hasil observasi test yangpertama yang saya gunakan untuk acuan ke test 2 (Santi, Interview II)

(I did not read my reflection in my blog, but I used the observation resultof my first class teaching practice as a reference to my second classteaching practice).

Ya dibaca-baca ulang comment teman-teman terus abis itu, ya udh akulebih inget2 apa yang tidak baik di firs t teaching aku, apa yang tidakberjalan baik di first teachingku, apa yang ga kusiapin di first teachingaku siapin di second teaching gitu lah untuk mengantisipasi hal -hal yangsama. (Sheila, Interview II)

(I read for many times friends’ comments. After that, I just recalled whatwas not good in my first class teaching practice and what did not run wellin it. I prepared what I had not prepared in my first class teaching practicefor my second class teaching practice to anticipate it.)


43

Nevertheless, the first participant (Fani) stated that the process of writing or

reflecting was quite helpful for her to strengthen her memories on her previous

teaching experiences (also see appendix p.109-110).

Manfaat konkrit iya. Tapi ya tergantung si bagaimana kita mengambilmanfaatnya gimana caranya..kalau saya kan tidak dengan membaca tetapilebih ke melalui proses membuatnya itu Mas. Seperti itu. Saya kira yangnamanya refleksi juga kan mau ga mau kita jadi berpikir kembali kitangapain aja, kita dapet apa, terus ke depannya kita mesti gimana nahseperti itu kan tetep beri pengaruh gitu lho. Misalnya kita performancenyajelek, terus kita harus refleksi mau ga mau kan kita harus tau kan kalaupas itu kita jelek jadi ya secara normal kan juga ada, wah nek aku jelekbesok aku ga boleh jelek dong, jadi tetep ada pengaruhnya jugagitu.(Fani, InterviewII)

(Yes, weekly e-reflection gave me benefits. However, it depended on howwe made use of it. I got its benefits by doing the process of writing myreflection and not by reading it. In my opinion, reflection makes us re -think of what we have done, what we have got, and what we have to donext. Therefore, it still has impact on us. For example, our performancewas not good. Then we should reflect, so we shoul d realize it. Normally,after I know that my performance was awful, I must be better next. Thus,reflection still gives us influence.)

Thus, it implied that weekly e -reflection might barely play positive role to their

future class teaching performance, except it served as a place to reflect their

experiences in the class and it might help the students strengthen the experiences

(considering Fani’s statement). Weekly reflection was not the tool that can

support three participants in achieving their goal, performing better teaching in

their practice. In addition, three participants did weekly e -reflection as a part of

fulfilling assignments in microteaching class (extrinsic motivation).

The followings were the description of the only positive role that took

place in each student:


44

1. Fani

The writer found that weekly e -reflections served as a place for Fani to

honestly record and explore her experiences in microteaching class every week.

The writer also noticed that she did not only elaborate and evaluate several aspects

of her teaching, especially in the week she had teaching practice (pair, group or

class teaching practice), but she also sometimes evaluated her friends’ teaching

performance in quite detail evaluation (Fani, Personal Blog, March 3, 12 and 18,

2009). This was supported by her opinion towards the use of weekly e -reflections.

In the interview session, she stated that weekly e-reflections help the students of

microteaching class evaluate the learning process in the class, their own teaching

performance, and other students’ teaching perfor mance (See in the appendix

p.105).

Nevertheless, her deep reflections on her t eaching or her classmates’

performance did not always give significances to her class teaching performance.

The writer found that her concern about preparation before teaching and language,

as two most reflected aspects in the first seven reflections, did not appear in her

first class teaching practice. Several weak aspects of her performance in the first

class teaching mostly were triggered by two aspects in previous sentence (being

unprepared for the language aspect). However, the writer found the relatio n of her

weekly e-reflections to what she performed in the second class teaching. She

could perform well the aspects that she reflected (mostly her weak aspects of her

first teaching that were given by the observers). Moreover, the writer also

considered this improvement might be triggered from the short range time she had


45

between the first and the second class teaching. It eased her to develop her class

teaching performance in the second opportunity.

Besides serving as a place to elaborate and evaluate he r friends and her

teaching performance, weekly e -reflections served as a place for Fani to record a

progress she had made in microteaching class (Fani, Personal Blog, February 12

and 19, 2009). In other words, in the elaboration of her rational thought, em otion,

and evaluation, she would also compare her recent performance with her previous

performance and present her progress.

2. Santi

The writer found that weekly e -reflections also served as a place for Santi

to honestly record and explore her experience s and her thought of teaching events

in microteaching class every week. Even in the reflection of the week when she

had teaching practice (pair, group, or class teaching practice), she elaborated and

evaluated several aspects of her teaching. Most of them were from the observers’

points of view, for example:

According to group’s feedback, my teaching was good; my teaching hadtwo positive points. First, I was able to integrate some skills in theteaching learning activity: reading (major skill taught), pron unciation, andspeaking. Second, I gave students chance to volunteer them self in classactivity like answering question and reading the conversation. Itchallenged student to do a participation in class activity. While, I still needto improve my teaching in some cases, in order to be better and better.First, introducing the main topic discussed as the background knowledgefor them, so they will know the basic information of the topic discussed:narrative. Second, …..

(Santi, Personal Blog, February 19, 2009)


46

The writer found that the reflections above played quite essential role in

enhancing her future action of teaching. The writer noticed that what became her

consideration in the reflections before first class teaching practice (especial ly the

observers’ comments), such as preparation and set induction, were performed

quite well. Her concern of what she had not had in first class teaching practice

also appeared quite significant in her second class teaching practice. Thus, the

writer assumed the reflections might really help her and often lead her to draw a

conclusion of her teaching performance and gain better understandings of what

she had done in the teaching practice.

In addition, for the aspects that she did not reflect, she could p erform some

aspects quite well, like mastering materials, motivating students, and giving

reinforcement. However, in some aspects, like explaining the objectives of lesson

and giving non-verbal reinforcement, she failed to perform them maximally. The

writer, in reading the reflections before her first class teaching practice, assumed

that the first aspect might happen since those practice components had been

considered important for teaching, for instance mastering materials, being fluent

in speaking, giving feedback, and utilizing students’ interest. The second point

happened because she was not really aware of those practice components which

were also significant in teaching, for example explaining objectives and step of

activities and also giving non-verbal reinforcement.

The writer found that weekly e -reflections also served a place for her to

elaborate other friend’s teaching performance and often made judgment of the

performance. However, the writer found that these writing were not as strong as


47

the observers’ comments in enhancing her future class teaching practice, except

she saw a performance which might develop her teaching performance. Here was

the example:

….. Choosing the appropriate terms and language is a matter for me. It istrue that I often make simple thing to be complicated that is why I oftenconfused the students when I ask a question. I have a purpose to lead thestudents to the material I want to discuss, but I do not know how to conveyit. I was amazed of Tata’s performance. She knew well how to make thestudents understood the material. She gave a lot of example that could helpthe students concluded what was going to be discuss I class. She was alsoable to attract the students’ interest of the class activity. The mostsignificant thing that Tata did is the ability to switch the language to besimpler and understandable to junior high students. Two thumbs up forTata, she is really a teacher^^.

(Santi, Personal Blog, April 15, 2009)

Another role, which the writer found, was that weekly e -reflections helped

Santi to record a progress she had made in microteaching class. In other words, in

the elaboration of her rational thought, emotion, and evaluation, she would

compare her recent performance with her previous performance and present her

progress. For example, she stated that she had better induction than her previous

performance in group teaching (Santi, Personal Blog, March 19, 2009).

3. Sheila

The writer found that weekly e -reflections using blog as media were not

significantly meant to her. The writer captured the decreasing motivation of her to

record, explore, elaborate, and evaluate her experiences in weekly microteaching

class. In the initial weeks, she did those activities v ery well. Unfortunately, in the

following weeks (Sheila, Personal Blog, March 11 - May 8, 2009) she tended to


48

just answer guidance questions given by the lecturer. She just answered the

questions with quite short answer in four or five rows at least . This phenomenon

was also acknowledged by her in the interview se ssion (See in the appendix

p.117).

However, the writer found a unique characteristic of her reflection before

it faded away. She defended what she thought right and did not only merely

accept the comments. The two other participants did not give balanced judgment

to their own performance, but they just tended to accept them. (Sheila, Personal

Blog, February 8 and 16, 2009)

The second thing is I should give a preview about the reading passagebefore I ask the students to read it. I taught reading and I give a readingpassage, The Rabbit in the Moon, to be read. My pair told me that I shouldgive a more familiar reading passage or I should give preview about thereading passage. Actually, I like readin g a new thing. That's why I give anew reading passage. Next time I must not forget to give a preview aboutthe reading passage.


As previously stated, there was a decreasing motivation from her to record,

explore, and evaluate her experiences in weekly microteaching class. The writer

assumed that this might be caused by the lack of feedbacks or two -way

communication through weblog as the media of weekly reflection (as she stated in

the interview session). In the interview session, it was obvious that she expected

the feedbacks which should be given we ekly. (See in the appendix p.115).

In addition, the writer assumed that her weekly e -reflections were

insignificant to her class teaching perform ance. This assumption was obtained by

looking her two class teaching performances in microteaching class. The


49

likeliness of performing well what had been reflected was not really obvious in

Sheila’s first class teaching performance. In her first class teac hing practice, her

teaching was still quite monotonous, though she had reflected this in her e -

reflections (Sheila, Personal Blog, January 30 – February 24, 2009). Moreover,

for the experiences she had not reflected, like reinforcement and explaining

objectives, the writer found that these teaching skills were also not performed well

in her two class teaching performances. It was because she was not really aware

that those practice components were also significant in teaching.

The writer also found another example of insignificant role of weekly e -

reflections for Sheila. It was she could improve and maintain the good side of her

first teaching performance in her second class teaching practice, especially in her

confidence. On the other hand, her reflections , in the period after she had her first

class teaching practice, showed that she was less motivated in making deep

reflection of her experiences (Observation Sheet, Second Teaching, Sheila). The

writer assumed that this happened because her references of g ood teaching

performance, before having the following class teaching practice, were her

experiences from the previous teaching practice. Thus, the writer assumed that

observers’ comments in every teaching practice played more important role than

her weekly e-reflections in improving her class teaching performance.


50

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions and suggestions. In the first part, the

writer presents the summary of the study. Meanwhile, in the second part,

suggestions following up this completed study are provided.

A. Conclusions

This study was conducted to seek out: (a) the aspects of teaching

performance on general teaching competence and three basic teaching skills

(setting induction and closure skill, delivery and stimulus variation skill, and

questioning and giving reinforcement skill) that students reflected or obtained as

feedbacks, and (b) the roles of weekly e-reflection in student’s class teaching

performance.

To seek out the answer to the first problem formulation, the writer read

participants’ weekly e-reflections. He, then, highlighted the refle cted aspects and

classified them into two main clusters, the period before first class teaching and

the period before the second class teaching (after the first class teaching). After

reading each participant’s weekly e -reflections, the writer obtained three findings.

Firstly, from a reading process conducted, the writer discovered that the

reflected teaching aspects varied from participant to participant . The writer could

not find the general tendency of them. Secondly, the writer discovered that three

students did not obtain any discussions about teaching aspects a s feedbacks.


51

Thirdly, three students reflected teaching aspects were derived from two factors.

The first factor was that the participants presented and elaborated several teaching

aspects that were from observers’ comments towards their own teaching

performance. The second factor was that the participants elaborated several

teaching aspects that were their evaluation and judgment towards their friends’

teaching performances

The writer sought out the answer to the second problem by comparing the

result of reading each participan t’s e-reflections and the result of observing their

class teaching performance through video. From conducting that step, the writer

found that for each participant:

1. Weekly reflections using weblogs only played a role as a place to

elaborate, evaluate their teaching experiences. In addition, each participant had

different way in making use of this role. For instance, the first and the second

participant used weekly e-reflections to record their progress and the third

participant, in her reflections, often made balanced judgment to the observers’

comments on her performance.

2. Weekly reflections using weblogs as the media were not really significant

in playing the role as effective social media for the participants. It was indicated

by the decreasing motivation the third participant experienced during

microteaching class and also the lack of constructive and relevant comments and

answers towards certain reflection.

3. Weekly reflections using weblogs as the media did not play a role as a

source or reference of teaching skills that might be appropriate to be developed in

their class teaching. The writer had assumption on this since he, through interview


52

session, found that the participant did not read their reflections before they had

their class teaching. Moreover, the writer obtained that it was the observers’

comments which became they consideration in enhancing their following class

teaching performance. Nevertheless, the first participant stated that the process of

writing or reflecting (role no.1) was qu ite helpful for her to strengthen her

memories on her previous teaching experience.

Thus, it implied that weekly e -reflection might barely play positive role to

their future class teaching performance, except it served as a place to reflect their

experiences in the class and it might help the students strengthen the experiences

(considering Fani’s statement). Weekly e -reflection was not the tool that can

support three participants in achieving their goal, performing better teaching in

their practice. In addition, three participants did weekly e -reflection as a part of

fulfilling assignments in microteaching class (extrinsic motivation)

B. Suggestions

In this part, the writer would like to give some suggestions related to the

study in this field. The followings are the suggestions.

1. Suggestions for Microteaching Lecturers

In order to implement weekly e-reflections using weblog effectively, the

lecturer may:

1. Exhibit each class member’s blog address.

2. Design appropriate rules to condition the microteaching students that they

could communicate actively and give contribution to each other, f or instance


53

there is a must to interact online once in two weeks (if once in a week is not

possible) and let the learners choose at least one blog for the contribution.

3. Re-explain that the guided questions given are used only to help the learners

recall their experiences in the class. While, the process of writing is free.

2. Suggestions for Future Research

Reflection has been used widely as a tool to assess students’ learning in

any subjects, not only in microteaching class. Therefore, studies on the

implementation of weekly e -reflections to help learners improve their learning in

other subjects are welcomed.


54

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Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towardsdefinition and implementation. In McCotter, S. S.,& Ward, J. R (Eds).Reflection as a visible outcome for preservice teachers . Teaching andTeacher Education 20 (2004), 243-257.


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Maslow, A. (1973). Theory of Human Motivation. In Ormrod, J. E. (Eds).

Educational psychology: Developing learners (6 th Ed). Columbus,Ohio: Pearson.

Nuryadin, A. (2007). A Thesis: Weekly reflection in microteaching class of theEnglish language education study program of Sanata DharmaUniversity: The implementation and students’ perception. Yogyakarta:Sanata Dharma University.

Oscarson, M. (1989). Self -assessment of language proficiency: Rationale andapplications in languagetesting. In Srimavin, W. & Darasawang, P(Eds). Developing self-assessment through journal writing.Proceedings of the Independent Learning Conference 2003. RetrievedFebruary, 8, 2009 fromhttp://independentlearning.org/ILA/ila03/ila03_srimavin_and_pornapit.pdf

Paskaningsih, R. A. (2009, February 3 - April 27). Personal Blog. Retrieved June3, 2009 from http://pinapinapina.wordpress.com/

Purnomo, P., Rismiati, E.C., Domi, S., & Rohandi, R. (2008). Buku pedomanpengajaran mikro (3rd Ed). Yogyakarta: Faculty of Teachers Trainingand Education, Sanata Dharma University.

Richards, J. C. (1990). The language teaching matrix. Cambridge: CambridgeUniversity Press.

Richards, J. C. (1998). Beyond training. Cambridge: Cambridge University Press.

Sari, M. H. (2009, February 2- May 30). Personal Blog. Retrieved June 3, 2009from http://sarceriathequill.wordpress.com/

Schön, D.A. (1983). The reflective practitioner: How professionals think inaction. In Tang, C (Eds). Reflective diaries as a means of facilitatingand assessing reflection. Proceedings of the HERDSA conference 2002.Retrieved February 8, 2009 fromhttp://www.tcd.ie/Nursing_Midwifery/assets/docs/Teach%20Learn/CatherineTang.pdf

Schön, D.A. (1987). Educating the reflective practitioner. In Tang, C (Eds).Reflective diaries as a means of facilitating and assessing reflection.Proceedings of the HERDSA conference 2002. Retrieved February 8,2009 fromhttp://www.tcd.ie/Nursing_Midwifery/assets/docs/Teach%20Learn/CatherineTang.pdf


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Srimavin, W. & Darasawang, P. (2004). Developing self-assessment throughjournal writing. Proceedings of the Independent Learning Conference2003. Retrieved February, 8, 2009 fromhttp://independentlearning.org/ILA/ila03/ila03_srimavin_and_pornapit.pdf

Woolfolk, A. (2005). Educational psychology-active learning (9th Ed). Boston:Pearson Education, Inc.


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Appendices


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Appendix 1: Samples

of Students’ E-Weekly

Reflections


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Fani


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First Chance

February 12, 2009 by pinapinapina

Last Friday in my Micro Teaching class, I have practiced on how to conduct set induction andclosure in the teaching activity. I had to teach one of my friends in only fifteen minutes. I wasteaching listening at that time. The time was so limited; therefore, I should ha ve managed mytime very carefully. I tried to apply the theory that was explained and discussed before theteaching practice. After I finished teaching my friend, she gave me her comments andevaluation on my performance. She said I had a quite good perfor mance except my closure. Iwas too fast and looked hasty in making the closure. I did not give enough time to my studentto reflect what had been learned. I realized that I had done mistakes. The worse, I lookedpanic when there were only five minutes left .

Well, the experience convinces me that practice always makes perfect. At glace, set inductionand closure look simple. But, it is not that easy. I found that I still need more practices. Theinduction gives strong influence on your whole teaching perform ance. If you are able to set agood induction toward your students, you may have the satisfying performance. Therefore,you must prepare everything well before you teach. A lesson plan can help you to arrangeyour overall plan in your teaching. Knowing you r students’ profile and the materials well willalso help you a lot.

Although I made mistakes at the beginning, with only one student, I try to not to bediscourages. I will learn from my mistakes to be better in my next performance. I have topractice as well because I am going to teach my real students, senior high school students, inmy PPL 2. Coincidentally, I am now teaching in SMA N 1 Depok as an extracurricular tutor.When Mr. Prast explained the skills that teachers should have, I remembered myself whenteaching in front of my students. It is a good model for me because I have already been in thereal situation. From Mr. Prast’s explanation, I found the things that I have done already andthe things that need to be improved when teaching. Although th e class spends almost threeand a half hours and it is conducted in the afternoon, I do not easily to get bored. The class isamusing. This is the first time I join Mr. Prast’s class. At first, I did not think that he is so“gokil”. It is fun! I had already passed two meetings of the Micro teaching class. However, Istill have many classes ahead. Hopefully in this amusing class, I can learn and practice theteaching skills to be better and better. Thank you.

Andang (06 1214 024)

Posted in Uncategorized | Leave a Comment »

again and again

February 19, 2009 by pinapinapina

Amusing! That was my group teaching in my Micro Teaching class going through. In theprevious meeting, I had only one student. But then, I should have to teach four students. Ofcourse, they were all my own friends. We had to take turn in being a teacher and the students.I did not know whether it was a bad luck or instead a lucky that I got the last turn to be theteacher. Then, I felt very lucky because I could learn many things from my previous friends.It is because after finishing our teaching, the ot her students should have given their commentsand evaluation to the teacher. From the comments and evaluation, I tried to take someadvantages. I learn what should I do and what I should not do in teaching.

Again, I taught the same skill as in my pair teaching, that was listening skill. The time was 25minutes, longer than the previous teaching practice. In my pair teaching, I was unable to to


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have a good closure. But, I think I had done it better this time. I did not want to make thesame mistake anymore. So, when Mr. Prast gave a sign that there were only five minutes left,I tried to finish my teaching without a hurry. Beside that, I brought a watch close to me that Icould manage the time carefully. Finally, my closure was satisfying for me. hurrayy!

Based on my friends’ comments and evaluation, generally, my performance was good. Theysaid I was confident enough and could deliver the materials well. Some said I had a quitegood closure. Sarce mentioned that it was impressive when I gave my students a que stionabout “how to keep our national heritages” for the review. She thought that it was such agood question because it could arouse the students’ awareness of their surroundingenvironments. Also, she said that I was a good learner because I could take s omeimprovements from my previous friends comments and evaluation.

However, I still have some points to improve. Eva said that there was a time when I lookeddoubtful with my own pronunciation. Well, it was true. Suddenly, I had no idea how thecorrect pronunciation of “9th” is :b She also said that the language I used was toosophisticated for the Senior High school students in the reality. But, as my defense, I hadtaken the material from a textbook for SHS students. Maybe it was because I used English al lthe time. Therefore, to overcome the problem, I have to give the students a list of vocabularyof the difficult words next time, as Esti suggested. Adhis had noticed some ’special gestures’when I was teaching. She said it was not too disturbing but she suggested me to try to reduceit. Well, it was beyond my conscious :b

In general, I think the last week Micro Teaching class was successful for me. Although wespent almost four hours, I did not feel bored. My friends were also great! Each of them hastheir own characteristics and strength when teaching. And I take a lot of benefits from themas my self improvements. Practice makes perfect. I hope, by doing more and more practice, Iand also my friends could really prepare ourself to face the real challenge , PPL 2.

cheers!

Rufina Andang Paskaningsih

061214024


http://pinapinapina.wordpress.com/

I was just a student.

March 3, 2009 by pinapinapina

Whoa..! The class teaching has already begun! I have already felt nervous although my turnis still three more weeks. What should I do then? Of course, I can do many things as mypreparation and observation. Being in the middle turn gives me many chances to observe andlearn before I do my real class teaching (hehe). I can learn many things from my friends’performance and also observe the way they teach. Last meeting, five of my friends hadalready taught in front of the class. Some of them w ere good, but some were not quitesatisfying.

In my opinion, they who had prepared their materials and planned the activity carefullypresented a good teaching. However, some were careless. What I mean here is that they werenot prepare everything seriously. Therefore, their teaching was boring and awkward. Thissituation really annoyed me.

Sometimes, the students’ pair work did not work well. The students tended to do or discuss


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something else from the teacher’s instruction. Yes, I was one of them :b. I th ink it is becausethere were some times when I did not know what to do or being uninterested in the activity.This situation is related to students motivation in the learning process. So, the problem is thatthe teacher should be able to motivate and engag e their students. To be honest, I am stillsearching for the better ways to make it :b

Thus, I should find the interesting ways that motivates and really engages my students on theclass activities (what is that??? how??? And the most important thing, I s hould master thematerials.

Hopefully,the next teachers will take some advantages from the previous teachers’performance. Conversely, the previous teachers can also evaluate themselves so that they willbe able to improve their performance in the second c lass teaching.

Be confident! Yuhu!


Getting Closer :-s


Hhuaah! One more meeting, then I will face my destiny (hmm..too excessive!), the destiny tobe the teacher of my classmates. Hmmpff.. I feel so nervous. What is it going to be? Whatshould I do? What kinds of activities cou ld engage my students? There are so many questionsin my mind because I want to have the maximum performance,,hehe (could I??)

Anyway, I was observing my friends’ performance last week. One of them was my closefriend. The first teacher of my observation was very attractive or maybe it could beconsidered as funny :p Well, in my opinion, he has already had a unique physical appearancethat might influence his performance. In fact, he was very funny in his teaching that he madethe students and us, the observers, laughing during the teaching activity. After all, I think hehad already tried to do his best. He didn’t look very nervous when teaching althoughsometimes it was awkward to see. (hehe..) The other was my close friend. She was alwaysdoing the class teaching well. She always prepares everything that no wonder if she alwayshad great performance, even when it was a sudden occasion. I think everyone could be li keher and it is not difficult actually. Everything should be well prepared in order to get the best.

Becoming an observer makes me realize that observing is not much easier than becoming astudent. We have to watch our friend’ s performance carefully so that we could give them anobjective evaluation. Unfortunately, I got a sudden flu and my nose was running (wew…) andit was really disturbing my concentration.

Why sometimes I could not identify the skill that was taught by my friends? sometimes, theactivities were just the same that I could not identify whether it was reading or speaking orthe other skills until the main activity was conducted. The previous teachers always made thesame activity at the beginning by discussing the theory of the topic. Sometimes, I think it ismonotonous. So, what should I do then? I am going to be a teacher too and I will teachwriting. wew..

I have to tell my self that teaching is not easy as it is seen. Therefore, i must not despise it bynot preparing my class teaching well. Because there will be more frightening teaching in thePPL 2.hahahahaaa..

Rufina Andang

061214024


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a week before the next friday..


Every student has different style when teaching. It is start from the conventional oneto the unique one. Again, last week was sti ll the time for the class teaching. I think, the classteaching was improving than the previous meetings. The teachers looked well prepared intheir performance.

I was impressed by their performance. They have their own strengths and alsoweaknesses. The first teacher had a fluent English and good diction although sometimes hespoke slowly in the speed. Perhaps, he felt so relaxed that he did not necessary to get hurry.Well, he should be more enthusiastic next time so that the students will be more motivat ed torespond his questions. The second teacher was communicative and the class was much morealive. She looked so relaxed when teaching. The third teacher had very interesting setinduction. She used the students’ own experiences that were much more inter esting for thestudents themselves. The fourth teacher was good also, although she had unclear instructionin the set induction. She made a game that made the class was not boring. For me, she couldengage the students with this kind of activity. Moreover, she taught at the fourth turn whenthe students have started to feel exhausted. All of them were really master the materials. Itwas shown when they were able to answer the students’ questions quickly, even for the detailterms.

The fifth teacher was very kind. He gave the students some candies at the beginningof the class. It was good to raise the students’ attention but then it turned to some kind ofdistraction. He also gave too many exercises to the students, whereas he had only 30 minutes.At the end, it was only one section that was discussed. He had good reinforcement by givinga reward for who could answer the question. but, I think he will lose much money if he doesit every time he teaches. hehe…

So far, I have watched around 15 performances. The y always enrich me week byweek. I have learnt a lot from my friends. I learn their strengths as well as their weaknesses.Their weaknesses indeed are very helpful for me because I can avoid them happened to me. Iam also able to know the characteristics o f my friends (as the students). I do not knowwhether my students will be more “active” or not after Mr. Prast saying last week. (wew..)Mr. prast reminded the class to act like senior high students.(huahh) hopefully, they will notbe the naughty students! (haha)

So, next meeting is my turn. I can’t wait for that moment!(really??). After all I hadexperienced and learnt, I hope everything will be alright . I will do my best! Wish me luckeverybody!!!

Rufina Andang P (06 1214 024)


If I could turn back the time…March 30, 2009 by pinapinapina

I would do something to make my class teaching better! It was so messy that I feltembarrass to myself. I even needed sometimes to dare myself just to read the evaluation fromMr. Prast and my friends. I confess that…I did not have enough preparation that time. Thenight before, I had to study for an exam which had so many things to be memorized. At the


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same time, I had to prepare my class teaching. And the worse, I did not practice my lessonplan because I was asleep after reading the materials for the exam. However, I should notmake it as reason why I was not successful that time ..

One day before, someone said to me that my classroom English was so messy. Thatdropped my confidence straightaway. I myself reali ze that I am always unable to producegood sentences and questions spontaneously, even when I had prepared them before. Well, Icould feel that my language was so messy that time. I even looked doubtful in front of mystudents.(oh no!) My observer noticed this; she said I often shrugged my arms that showedmy doubt. For worse, I mispronounced some words several times and used inappropriatewords. (Oh my Gosh!)

At the beginning, I looked very confident (as my friends and Mr.Prast said). I couldmake quite good set induction with the nice, loud and clear voice. But, the next phases werenot as satisfying as the set induction. Based on the observers and Mr. Prast’s evaluations, themain point that really needs to be improved is my instruction. I made many unclearinstructions during the activities. Making people understand what we are saying is not easyfor me because I am not good in arranging the words in a very short time (ugh…). Therefore,my English was so “belibet” that time. My observer said I made my students confused withmy explanation. Mr. Prast also said I did not give clear instruction for the game. I think, thisis perhaps what made the game seemed uninteresting toward the students (and also thelearning atmosphere). So, my problem is the instru ction! However, I have tried to writeeverything I wanted to say. But, when standing in front of the class, the words ran away frommy head! Especially when there was someone noticed the mistakes I made and then he made

certain expression in his face. Per haps, in my 2nd class teaching, I should memorize thethings I want to say just like preparing a speech. hehe.. :b

Another problem is the main activity that I conducted. I directly asked my students towrite without giving them the modeling before. I also asked them to work individuallywhereas in teaching writing, they should work in group first before working individually. Tobe honest, I do not know that teaching writing should be conducted like that. Lack of thetheory makes me chose the inappropriate t eaching strategy. This is also one thing that I

should consider to prepare my second class teaching. I have to teach listening for my 2 nd

class teaching. So, I will try to find the theory of teaching listening so that I could choose theappropriate teaching strategy.

Again, my set closure was not satisfying also. I did not give enough review on thematerials that Mr. Prast said it was not a proper set closure. Well, I did it in hurry and I haverun out of spirit that I made it badly.

Over all, my 1st class teaching was bad (in my opinion). Thus, I would not do the same

mistakes in my 2nd class teaching. It means I have to work (very) hard. I have someproblems to be fixed and some points to be improved. I am very amazed of my friends whohave good performance. I wonder how they prepared their teaching. They must be verycarefully in preparing their teaching that they had such interesting classroom activities. Ishould believe myself that I can be like them. If they can, then I can!

I am the luckiest person for the 2nd class teaching because I will be the very first teacher toteach. Well, I was so shock getting the first number. But then, I think that the sooner thebetter! Yes, I only have more less two weeks to prepare my second pe rformance (which Ihope will be better), very short time, especially when I have many things to be improved.

Oh my god, I am so selfish this time. I am only talking about myself in this reflection. Well,


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hope it is okay..hehe

Okay! No promises! Just wait for my performance next two weeks,,hehe..

Rufina Andang (061214024)


Evaluating myself


This week, I tried to observe my friends who were teaching. I had to do this in orderto improve my performance. I had a disappointed performance in the previous week and I donot want the same things to happen anymore. There is a week left and I want to learn onceagain from my friends. What good from them are the things I af ter.

Most teachers showed their readiness to teach. They looked very confident and calmwhen teaching. Perhaps, they had had enough preparation along this time. One teacher hasvery good English. I wonder how to be like her. (how..how..how..????) She coul d arrangeunderstandable sentences and pronounced them well. Another teacher had interesting activitywith her group role play. The other showed his “wibawa” just like a real teacher (he he). Andone teacher had interesting set induction (plus her confiden ce). If I am allowed to give somesuggestions to the first teacher, I suggest him to be more relaxed when teaching and pleasereduce the “R” pronunciation.

Material selection is very important to be considered. I have learned from my ownexperience and others’ experience that sometimes the materials given were too difficult forthe real senior high students. In the weekly class teaching usually there were few problemsoccurred with such kind of materials because the pretended senior high students are the si xthsemester students (of course with far higher level of competency). So, what happen if we givesuch materials to the real senior high students? Mostly, this happens in the teaching listeningwhere the passages are quite fast and long with many difficult terms also.

As Mr. Prast said, we (my friends and I) should help each other. How? Well, for me,the kind of help can be in the form of our participation on his/her teaching. When one of myfriends was teaching, I tried to be as active as possible (if I a m in the mood :b). For example,I volunteered myself to answer the question or something. I had experienced the feeling whenmy students ignored me. Only some students gave their responses with the rests kept silent.To be honest, it was not nice at all. T hus, I hope everybody will have the willingness to takepart in whoever’s turn. Vice versa, okay!

Oh yeah,,let us act like what it should be! Next week the class teaching will start toteach the junior high school students. Thus, everybody is expected to be able to act like ajunior high student with the lower English competence . Wow! I need to retrace myexperience as a junior high student. (Un)Fortunately, I got the honorable chance to be the firstteacher next week. Junior high level will be different with senior high level. So, I made smallinvestigation. I asked my sister who is teaching JHS students. I study the textbook as well asrewinding my memory as a junior high student.

Oh yeah! As I have said in my previous reflection, I will do better next week. Amen. Amen.Amen.



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Santi


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in very first day in MT class^^February 2, 2009 by sarceriathequill

In my very fist meeting in micro tea ching class, I have two impressed things. First isabout my new environment and second is about the character of good teacher. I am belongingto new class, different class from that I should be. I was afraid and not sure whether I cansurvive or not. Belonging with new people was the major thing that made me afraid. Actually,I know most of my classmate, yet I never been in the same class before; I do know how theyare in class. Luckily, it did not stand longer; as the time went by, I could be comfort in th eclass I belong to. I was realizing that being able to assimilate and to survive in newenvironment is not a matter of who the people surround me are, but how I manage myself tobe the member of the new environment.

I have been teaching English as the ext racurricular in a state senior high school ofSleman. Fistly, I minded of the performance I have. I often worried the clothes I am going towear^^, what I am going to say, and everything related to my performance. When my lecturerasked us, the students, about the characteristics of good teacher, I reminded one very essentialthing in teaching; it is mastering the materials. I remember well Mr.Prast said that masteringthe materials is the key to be confident. I do agree with that; in my point of view maste ringthe material is the key to rock the class^^. I am happy to be reminded that very essentialthing. Moreover, the question “what clothes I am going to wear” will be changed to thequestion: “what should my students learn” in my mind.From those two experiences, I find a parable: the kid will be dissappointed in her birthdaybecause she is given zonk wrapped in beautiful wrap. In short, the content is as important asthe wrapping; the master as the important as the appearance.Posted in MT Reflexion^^ | Leave a Comment »

ReflectionFebruary 12, 2009 by sarceriathequill

I just realized that teacher’s job is complicated. A teacher in class is similar to apresenter in a pensi or in a live music concert. Both should be attractive in order to enga gestudents or audiences’ attention. Nice dressing and good make up are not the only thing toguarantee in engaging their attention; it will be in vain. The same as a teacher who providesnice, colourful, and creative learning media and material, unluckily he or she cannot use itproperly or effectively, or even the material and the media used are not appropriate at all; itwill be confusing the learner.

In the second meeting in micro teaching, students were asked to have peer teachingfor 15 minutes, followed by the evaluations from the partner. My partner, Fina (Painah^^),gave me a great comment, it was about the teaching media I used. I used mind mapping toexplain biographical recount text. By using mind mapping I wanted to explain the elementsof biographical recount; they are: who (the personage), where (place:born and die), when(time:born and die), what (the special things). However, it seemed as an ineffective media forthat topic; it was because my partner was confused when I used it to explain. It might bebetter if I used the mind mapping for asking the question about the detail elements ofbiographical recount; additionally it would lead the student (fake student in fact) to find outthe elements of biographical recount by herself, that might be more memorable. Yeah… Iknow that I had wrong strategy. Big thank for Painah for the critical comment^^.

A constructive comment is similar to a sign to warn people not to fall I the same holeat the road^^Posted in MT Reflexion^^ | Leave a Comment »

February 19, 2009 by sarceriathequill


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Teaching is not that simple as I thought before, when I was a student. Yeah… teacher’ s jobsare abundant and heavy, but it is nice (sometimes though ^^) and challenging. Last week,students were assigned to do group teaching; a group was consisted of a teacher and threestudents. That assignment was heavier that a week before, it is becaus e we should facilitatemore students that have various characters. Thus, I was little bit nervous in the beginning ofmy teaching; it was proven by having long pause after greeting, before introducing thematerial.On last group teaching I taught reading, but my material was not purely for reading; Iintegrated reading with pronunciation, and speaking skill in that teaching; and that was myplus point according to my friends’ comments. I taught narrative, specifically myth.Unfortunately, I did not give good introduction of narrative to the students. I went straight todiscuss myth as one type of narrative, while I had not given the students backgroundknowledge of narrative; that was confusing the students and was a negative point for myteaching.According to group’s feedback, my teaching was good; my teaching had two positive points.First, I was able to integrate some skills in the teaching learning activity: reading (major skilltaught), pronunciation, and speaking. Second, I gave students chance to volu nteer them selfin class activity like answering question and reading the conversation. It challenged student todo a participation in class activity. While, I still need to improve my teaching in some cases,in order to be better and better. First, introd ucing the main topic discussed as the backgroundknowledge for them, so they will know the basic information of the topic discussed:narrative. Second, I should be aware of who my students are. I used English all the time,while my students were grade ten of senior high school student. It might be difficult for themto understand the class discussion if I spoke in English all the time. This evaluation was takenfrom the fact happened in the real class activity, surely, had no aim to underestimate students’ability. Last is time management. I had two minutes left, but I had finished my teaching. Itmight be best for me to use the 25 -minutes maximally and effectively. However, the maincause of this matter was I prepared the material to 15 -minute teaching, while the fact was 25-minute teaching.A truly learning is by doing. I enjoy to do practice; whatever my performance is still to be,but I do want to do it; for I love learning^^.Posted in MT Reflexion^^ | 1 Comment »One Response to “”

pinapinapina Says:February 19, 2009 at 4:42 am | Replysemangat!.sihaha.

http://sarceriathequill.wordpress.com/2009/02/19/16/#comments

March 3, 2009 by sarceriathequillThe First Real Class TeachingThe 1st progress test was begin last week. there were 5 performers on that day teachingdifferent skills. In the first -three performances, I was a student. Then in the next -twoperformances I was the observer. From last week performances I learned to b e more criticalin observing teaching process. I could notice who are preparing the materials and teachingwell and who aren’t. One thing that stick strongly in my mind is Mr.Prast’s sharing about hisexperience in PPL II. He didn’t prepare well, so he tra pped himself in the difficulties andunsuccessful teaching. And that thing was proved. It was clear whether the teacher preparedwell or not. It is true that the success of the performance is for the sake of the performer, butas student in that practice I was little bit annoyed to unprepared teacher. I’ve had whole -


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hearted to be the student in friend’s performance and hoped to get something important anduseful, unfortunately I was disappointed by a performance.Besides, I learn much from another performan ces. When I became the observer, I had achance to observe the activities better, for didnt need to involve in the activity, so I couldlearn obviously the good teaching techniques.Hopefully I can Rock the class teaching next two weeksPosted in MT Reflexion^^ | Leave a Comment »

March 11, 2009 by sarceriathequilli don’t know what should i write…is there any body can help me??everything in micro teaching class goes to be routine activity that make me bored.teaching class, reflection, being the student, and being the teacher. is there any idea to makeclass teachings interesting? mainly if the topics discussed are the same… thx ^^ cu on nextmeeting, i’m going to be the teacher. hopefully my students will not be bored and i won’t bebored too as the teacher.Posted in MT Reflexion^^ | Leave a Comment »

March 19, 2009 by sarceriathequillExperience is really the best teacher. What lucky I was given a sudden task to teach on

February 20, 2009. That week was a week before the 1 st progressive test in micro teachingclass, Mr.Prast was assigned everybody to prepare a material, because there will be voluntaryclass teaching as a warming up before we had the real class teaching. I didn’t do anypreparation, for I was sure that I woudn’t assigned to teach. Unfortunat ely, feeling is bad; Iassigned to teach. Can you feel what I felt at that time? I had no preparation at all, I didn’tknow what material should I taught, yeah I didn’t know and have anything to perform. I wasannoyed, really. However, I wanted to be sport ive. I did as well as I could do. Everythingunprepared will not work well, right? So did it.

I was disappointed to myself, but without realizing, I was motivated to have better

performance in my real class teaching (1 st progress test). I prepared my teach ing two weeksbefore my performance, recorded and edited the listening passage by myself, and didpractice. About three days before the D -day (the day I preformed) I was going to have aconsultation to Mr.Prast; I felt not a hundred percent sure with my ma terial. Yet I cancelled tohave a consultation right in front of Mr.Prast’s office. I don’t know why I cancelled it. I mightbe afraid to have a revision and to find new material in some days before the performance, orI might be too arrogant to admit my i mperfect work . Shortly, I had much better setinduction, for I learned well from my previous performance and I more focused on it, yet Ididn’t really pay attention to the main activity. Consequently, I couldn’t perform maximally. Ihad 3o minutes to teach listening for 1st grade of senior high school student, yet I just had 4minutes for listening exercise. Instead of giving adequate listening activities, I did someinappropriate exercises and explained too much. Another thing that did not work well was m ytime management. It is obvious that I haven’t been able to learn from experience. Yeah… Ithink I need to have much more learning in teaching.

Finally yet importantly, I would like to the constructive evaluation given to me. I maynot have a talent to be a teacher, but I have a willingness to work hard to be better teachercandidate Posted in MT Reflexion^^ | Leave a Comment »Set ClosureMarch 25, 2009 by sarceriathequill


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Observing class teachings, I found a big question: “how to make good and proper setclosure?” Most of the students (included me) have problems in set closure and timemanagement. A bad time management is the main factor of improper set closure. Reflectingfrom my experiences as a student for 15 years, I don’t have any obvious picture of good setclosure, even my lecturers in Univ rarely do a proper set closure.Anybody can help me to answer my Questions below?1. is set closure still important in teaching? Why? –> most of the lecturer even do not do thiswell?2. what should good set closure look like?3. what activities should present in set closure?thx 4 the respond u give…wish me luck for my third class teaching, that will be more challenging for I shou ld teachVocational school VVPosted in MT Reflexion^^ | 5 Comments »5 Responses to “Set Closure”

Nirlciree Says:April 5, 2009 at 6:56 am | ReplyGreat site this sarceriathequill.wordpress.com and I am really pleased to see you havewhat I am actually looking for here and this this post is exactly what I am interestedin. I shall be pleased to become a regular visitor

sarceriathequill Says:April 15, 2009 at 7:56 am | Replythx… I hope I can find the answer of my confusion

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sarceriathequill Says:April 15, 2009 at 7:56 am | Replythx… I hope I can find the answer of my confusion

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Being an Observer (agin)April 2, 2009 by sarceriathequillLast week performances were great. Widanta, Adhisti, Nisha, Boy, and Suzan. I observed thefirst-three students; they were great, even some of them were awesome. On my lastobservation day accidentally I found the important of peer and teacher’s feedback. From thefeedback I got in my performance day, I lear n a lot of the techniques should teacher has inteaching learning activity. The feedback i got also helps me to be able to pay more attentionto the detail of the technique used by the teacher. When observing the performances, I wasamused with the media used by Nisha and teacher technique used by Adhisti.Nisha used video in giving the example of advertisement to the students, and that wasawesome, for it could raise students’ attention to the topic discussed. Adhisti had greatenthusiastic in teaching; it created the positive atmosphere in learning activities. Adhisti


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asked the students to make dialog expressing surprised. The students were divided into smallgroups then after minutes they worked to make the dialog, the students were asked toperform. The same problem that often happened in class teaching is time management. Itseems that the students (included me) are difficult to manage the time in the last minutes ofthe teaching, so most of the students (included me -again^^) have improper set closure.Related to set closure, I am still questioning the same question as last week’s reflection: howdoes the good set closure look like?Finally, the first progress test finished. Let’s move to the final test and second test!! Let’sRock!!Posted in MT Reflexion^^ | Leave a Comment »

Final Test was BegunApril 15, 2009 by sarceriathequill

The last two weeks was the beginning of final test in Micro teaching class. The morechallenging things were begun. Students in MT class should teach junior high school or

vocational students. Last two weeks were for teaching junior high school students of 7 th

grade. Yeah, I believe that the material is easy for the sixth semester students, but the problemis how to deliver that simple material to the students in that age using their language so thatthey will understand well. Moreover, they are in transition age from teenager to adult inwhich they find who they are, so they tend to be rebellion and difficult to be controlled. Thefirst week of the final test was great for me, because most of the teachers performed couldhandle the class well, though the atmosphere was like in junior high school; the students arenoisy and little bit out of control.

Around next two weeks, I am going to teach junior high school too, and I am sothankful I can learn a lot from my friends’ performances in handling the class. In the firstprogress test, I had big weaknesses in exploring skills and stimulus variation, and questioningskills and reinforcement. I should learn a lot and work harder to be better in those skills,because it is more difficult to question them related to the material discuss. Choosing theappropriate terms and language is a matter for me. It is true that I often make simple thing tobe complicated that is why I often confused the students when I ask a question. I have apurpose to lead the students to the material I want to discuss, but I do no t know how toconvey it. I was amazed of Tata’s performance. She knew well how to make the studentsunderstood the material. She gave a lot of example that could help the students concludedwhat was going to be discuss I class. She was also able to attract the students’ interest of theclass activity. The most significant thing that Tata did is the ability to switch the language tobe simpler and understandable to junior high students. Two thumbs up for Tata, she is really ateacher^^.

Now, I should work harder to prepare the final test. Yeah, it hurted to be failed in awork that we prepared well, but we cannot stop to moan in a hurted feeling.A hurted feelingwill be cured if there is struggle to be better. Go go go…! Ouw yeah, thank for the motivationyou gave me, Sir, it is worth for me. From that thing, I learn that teacher should be amotivator and inspirator for the student whataver the student is. Big thank, I’ll do my best.Posted in MT Reflexion^^ | Leave a Comment »


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Sheila


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Friday, January 30, 2009my 1st reflection"Micro Teaching.."when I hear this word I always notice a picture of me with a doubtful teaching. I can have myblood 'frozen' when I must speak in public. Everything is cold and I cannot move...

However I think this is a great challenge for me. If I can defeat myself, I believe everythingwill be good for the rest of my life. I will be someone new who is confident .A confidence isthe basic thing that can help a person in achieving her dreams...

Honestly, If someone ask me whether I want to be a teacher or not, I will quickly answer withthe two-letter word. I've never dreamed to be a teacher because I think that teaching is bestfor being a side job. Nevertheless I have heard about a 'karma' that befall most PBI students...Those who never want to be a teacher will decide to make a living by teaching (it is not a"part-time job" anymore..).At the end of this semester I want to see whether the karma will happen to me or not.

I think I have an idea about what makes a good teacher...and that characteristic can be foundin Mr. Pras..

A good teacher is an ENTERTAINER....^_^

Good Luck for all of us....Posted by sTella at 10:50 PM 0 commentshttp://stella-microteachingreflection.blogspot.com/search?updated -max=2009-03-26T11%3A23%3A00%2B07%3A00&max -results=7

Sunday, February 8, 2009my second reflectionI did a peer teaching this week and my pair was Nisa. She told me to things to improve myteaching. The first thing was I must be more serious and the the second thing is givingpreview about the reading passage before I ask the st udents to read it.

I felt that it was difficult to teach my friend. It made me burst into laugh.I usually do my peerteaching with in a casual condition,but last Friday, I was put in a formal condition whichforced me to be more formal.I feel very awkward .

The second thing is I should give a preview about the reading passage before I ask thestudents to read it. I taught reading and I give a reading passage, The Rabbit in the Moon, tobe read. My pair told me that I should give a more familiar reading pas sage or I should givepreview about the reading passage. Actually, I like reading a new thing . That's why I give anew reading passage. Next time I must not forget to give a preview about the readingpassage.

I know something new in last week's micro tea ching class. I don't know that sweeping theclass with eyes is a way to control the class. I have never noticed my teachers do that or I didnot pay attention about that thing or perhaps in the beginning of my class I am always busywith myself, preparing anything..

I hope that all that I've got from micro teaching class can be useful in my future..


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Posted by sTella at 12:22 PM 0 comments

Monday, February 16, 2009my third reflectionI did my group micro teaching in front of nisa, yason, and ragil...

They gave me comments...Yason said I was too calm as a teacher. I need to show more excitementRagil said my opening was too short.Nisa said I smiled too much,too focus to the handout, and my voice was to soft..

I think It will be hard for me since I am not a talkative person. I am a little bit silent person.Honestly, I have been always felt inferior since I was a child, so micro teaching is a hardwork for me.

I've learned many things from group teaching. I learn how to make a good and sufficientopening and closing. The most important thing for set induction is it leads the students toenter the material. It is not easy. One thing that I always forget in set induction is mentioningobjectives from the topic. I think that it is very important so that the students understand whythey are asked to do some activities...A long set induction sometimes does not haverelationship with the topic.

I've learned that teaching friends is not easy at all. It is difficult to see them as teachers in aformal grooms and serious expressions as I know the 'crazy side' of them.Posted by sTella at 8:18 PM 0 comments

Tuesday, March 3, 2009My fifth reflectionHmm,,

I didn't feel OK when I was in front of the class..

It is hard for me to separate my 'soul' as students and as teacher. I felt that they were myfriends, so it was hard to be serious.

I tended to get closer to my close friend, so, it looked u nfair.

for the next teaching, I hope I can do better.

Amen..Posted by sTella at 10:06 PM 1 comments1 comments:Hardi Prasetyo said...

Answer these following questions, and post them in your next reflection:

Questions for reflection for those who have practice teaching:

1. Why did you decide to teach this content?2. How does it fit with the competences the students are expected to achieve?3. How did you know students had the prerequisite knowledge, skills and competences


75

to be successful in this unit?4. Why did you use the instructional strategies you selected?5. How do you know if students achieved the intended competences?6. What patterns do you see in your teaching?7. What worked and what did not work in this lesson?8. If you were to teach this lesson again, would you do anything different?March 6, 2009 1:01 PM

http://stella-microteachingreflection.blogspot.com/2009/03/my -fifth-reflection.html#comments

Wednesday, March 11, 2009My sixth reflection1. I decided to teach this content since I want to make an experiment.^_^.I consi dered thatmost teachers ask their students

to tell funny,happy,and embarrassing experience, so that I wanted knew that whether thistopic can be an interesting topic or

not. I knew that My topic was not something that made the students laugh, so that i thoughtthat was challenging to teach

this content.I provided two stories, the first one was about horrible experience, and the second was abouthappy experience. I chose the

first one to introduce my students to horrible story. I chose the second story since I think theyneed to know that recount

is not only about horrible story.

2. The passages were the models of recount. My seeing the models,the students are expectedto write a good recount.3.From asking some questions. For example " What do you know about recount?". What arein the introduction of a recount?"

4. First,I asked them what they know about recount. It is to activate their backgroundknowledge.Second, I them to read the model, so that they know what is recount ( in case some of t hemdo not really understand about recount ,so I provide examples.)Third, I asked them about the generic structure of the examples, so that they will know howto write a recount in a good order.Fourth, I asked them to write a recount to know how far they understand a recount.

5. I can see from the product (their writing).

6. Patterns? I think I gave less explanation. I asked them about what they know and gaveexercise. I didn't explain further

about recount,7.Asking for volunteer never worked.. I had to choose the victims.


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What worked? I think my instruction worked well.( I think)8.Of course. I would give more information about recount. I would explain further about it. Iwould ask more than 2 students

to read the story.Posted by sTella at 10:26 PM 0 comments

Wednesday, March 18, 2009the seventh reflectionI have my first observation in Sr. Rachel class on Tuesday. Surprisingly, I saw that 2008students are active students. It was not like my class when I was in my 2nd semester.Wow, How can it be different?I don't know.Maybe since there are 2 brothers(bruder?) so that t he atmosphere is holy, and itencourages the students to have good deeds in the class(he..he)

On 31st of march, I will have my micro teaching in sr.Rachel's class. I hope I can do well

I saw my friends' performances last week, and I saw that's difficult to teach. We are friendsnow, and it is clearly seen when the friends were teaching, the others seemed to beenthusiastic. It will be hard for us to become the imitations of Senior High School students.Perhaps I need something to recall my memories about senior high school students. I studiedin Stece 1, so all the students are girls. Girls usually diligent and pay attention to theteachers,but we usually tease the teachers, so is it ok to tease the teacher in micro teachingclass??he..hePosted by sTella at 4:28 PM 0 comments

Thursday, March 26, 2009the 8th reflection1. What was the most important thing you learned today?I learned that a teacher should make a clear induction. Sometimes it is too long, and perhapstoo many media used, so that the students will not understand what is the teacher talkingabout. My friend did that, but finally,after long induction,he could teach well.

2.What was something you already knew or had learned, but it was reinforced?A teacher needs smile. Sometimes I saw my friends who are teaching seldom give smile tothe students. It will scare the students.

3. Write down the question-no question

4. What worked well for you in class?games encourage me to continue the teaching -learning process in class.I need something to make me laugh since it makes me relax.

5. what did not work well in class?Sometimes a teacher talkes every time. It will make me bored.

thank you very muchPosted by sTella at 11:23 AM 0 comments


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Wednesday, April 1, 20099th reflection1. What was the most important thing you learned today?I learned that a teacher should be relax in front of the class. When the teacher does not fellcomfortable with her/himself, the students will be affected.

2.What was something you already knew or had learned, but it was reinforc ed?A teacher needs well preparation. An unprepared teacher will be clearly seen by the students

3. Write down the question-When can I be an observer?

4. What worked well for you in class?I don't know, last week I felt sleepy in class.

5. what did not work well in class?Sometimes a teacher talks every time. It will make me bored.(again)

thank you very muchPosted by sTella at 10:40 PM 0 comments

Saturday, April 11, 20091. What was the most important thing you learned today?I learned that there are so many ways to lead the students to the material from my friends

2.What was something you already knew or had learned, but it was reinforced?a teacher should be communicati ve and tried to be closer to the students.

3. Write down the question-

4. What worked well for you in class?doing TPR asked by teacher

5. what did not work well in class?I don't know,sir. Everything was fine, I think..Posted by sTella at 3:04 PM 0 comments

Friday, April 24, 20091. What was the most important thing you learned today?I learned that we need to be ourself and also an actor/actress in front of the class at the sametime.

2.What was something you already knew or had learned, but it was reinforced?a teacher should listen to the students. Sometimes teacher forces the students to have thesame opinion as his or her opinion. Sometimes he/she interrupt the students while thestudents are talking and sharing their opinion to the class


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4. What worked well for you in class?My friends 'disguise' to be SMK students

5. what did not work well in class?the media(computer) did not work well,I think..Posted by sTella at 9:28 PM 0 comments

Friday, May 8, 20091. What was the most important thing you learned today?Being an observer, I know that it is difficult to score my friends.

2.What was something you already knew or had learned, but it was rei nforced?A teacher should be patient.


4. What worked well for you in class?My friends 'disguise' to be SMK students

5. what did not work well in class?I don not know why, but the students seems tired last week.Posted by sTella at 6:32 AM 0 comments


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Appendix 2: Samples of

Observation Results of

Students’ Class Teaching

Performances


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OBSERVATION SHEETGENERAL TEACHING COMPETENCE

Name of teacher : Fani Date: Teaching I

No Practice Components Score Comment

1Material Masterya. No misconceptionb. Not depending too much on

books, handouts, or notes

1 2 3 4 5

Everything was good. She looked mastering the material she taught, describing people, until atime when one of her students asked one question “ kalau mukanya kotak itu rectangular face?”then she answered “yes, rectangular face.” She gave wrong concept to this student and it wasdangerous since students usually follow what teacher said in the classroom. The good newswas that she did not tell it to the class, just only one student.

2

Appearancea. Neat and orderly in

appearanceb. Having gratifying personality

and also teacher-like poweras well

1 2 3 4 5 She has no problem with her appearance. She was nice, neat and had teacher-like power.

3

Classroom Managementa. Managing time efficientlyb. Control the teaching-learning

situation

1 2 3 4 5

She spent too much time in induction. As consequences, she didn’t have much time to explainor convey what should be conveyed. The result was messy organization of delivery, she forgotto give something in the beginning, and then she suddenly interrupted the teaching andconveyed it.She had powerful voice to control the class.

4

Language Usagea. Contextualb. Using formal language 1 2 3 4 5

She used formal language and in context with the topics in that day. Her problem in languagewas being unable to put her ideas into correct sentences grammatically.


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5

Confidencea. Moving naturallyb. Expressive 1 2 3 4 5 She taught with confidence. She showed her enthusiasm in teaching. She move around and

controlled the class well.

6

Speaking Fluencya. Showing no unnecessary

repetition when speakingb. Showing no unnecessary

pause to think when speaking

1 2 3 4 5

She fluently spoke and talked to her students. Though in some parts she made mistakes, shewas not influenced with the mistakes. She continued the teaching.

Notes: the practice component with turquoise shading on the number is the practice component which was not reflected by the participant.The number with red shading is the score of participant’s performance on the practice component.


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OBSERVATION SHEET

SET INDUCTION AND SET CLOSUREName of teacher : Fani Date: Teaching I

No Practice Components Scores Comment

1

Getting Students’ attention and drawingstudents’ interestc. Teaching style enthusiasmd. Interesting media used to draw students’

attention

1 2 3 4 5

She began the class with great enthusiasm. It was showed in her gestures andenthusiastic voice in communicating with her students. She had an interestinggame to draw students’ attention.

2Motivating studentsa. Drawing curiosityb. Utilizing students’ interests

1 2 3 4 5She wanted to motivate her students by making a game in which the studentswere expected to draw based on the other students’ description. Unfortunately,she did not make her students curious of what is she going to be learnt.

3Giving referencesa. Explaining objectivesb. Explaining steps of activities

1 2 3 4 5She did not explain both objectives of the lesson and steps of activities.

4

Presenting relevancea. Making apperceptionb. Showing clear relation between

introduction and content

1 2 3 4 5

I could not see when she explained or when she introduced the topic. So, Icould not see when she made apperception and clear relation.

5Making a reviewa. Making a spoken summaryb. Making a written summary

1 2 3 4 5She only gave spoken summary and it was very short, two short questions. Andthere was no significance of doing the review since the students just told whatwere written on the whiteboard.

6Giving psychological/social encouragementa. Giving positive reinforcementb. Showing other learning sources

1 2 3 4 5

7

Giving feedbacka. Asking students to answer questions to

check indicator attainmentb. Giving time to students to reflect what they

have learnt

1 2 3 4 5

She did not check whether her students met the indicator she had made before.The reflection process in closure also was done in a very short manner. She justonly gave two short questions and she did it in rush.


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OBSERVATION SHEETDELIVERY AND STIMULUS VARIATION SKILLS

Teacher’s Name : Fani Date: Teaching IStudent No : ________________


1

Orientationa.. Introducing theindicators/objectives of thelessonb. Introducing the main topic

1 2 3 4 5

She did not introduce the indicators or objectives of the lesson. in the initial lesson it seemed that she gaveintroduction to her students, but she also looked like explaining the topic since she mentioned and discussedmany things about her topic.

2Languagea. Simple and clearb. Correct structure

1 2 3 4 5

She made several ungrammatically sentences. I noticed them from her video: “how beautiful the person does” “other parts in the face” “she has a big eyes” “this guy hasn’t had a mouth” “ for beginning” (when she wanted to start an activity) “put a piece of paper” (when she wanted her students to take a sheet of paper)

The she often used Indonesian language to instruct her students.

3Examples/illustrationa. Sufficientb. Real and appropriate

1 2 3 4 5Her topic was describing people. First of all, I thought that she focused her teaching in describing peoplephysically. However, suddenly she added some explanation about how describe someone’ s personality. Shealso forgot to give the other example of physical description.

4

Material Organizationa. Well-organized materialsb. Systematic delivery 1 2 3 4 5

I could not see any clear scenes of teaching. The sequences of teaching were messy. She initiated with herexplanation, then she had a game, after that she re-explained the materials and often added what she forgot tosay. Her handwriting on whiteboard also unclear, her ideas were scattered. She should have given her studentshandout.

5

Feedbacka. Asking questions andcommenting on students’answersb. Responding to the students’non-verbal expressions

1 2 3 4 5 She liked commenting on her students’ answer but in the form of making obvious of what her student said.

6 Voice 1 2 3 4 5 This was her power in teaching. She could focus her students with her voice. However she often pronounced


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a. Loud and clear voiceb. Clear articulation and

intonation

some words with “s” sound in the end of the words.

7

Focusinga. Using verbal expressionsb. Using non-verbal

expressions

1 2 3 4 5

She did this well. She often used her voice to focus students’ attention. Sometimes, she often used her handsto catch their attention.

8

Pausea. Timely and smooth

sequencingb. Sufficient time allocation

1 2 3 4 5

Since she most of the time gave sudden additional information when teaching, she often got stumbled inorganizing her time allocation and the flow and sequence of her teaching did not run smoothly, her studentswould be confused with sudden and unpredicted explanation. Since she spent so much time in induction, sheran out of time in main teaching.

9

Eye Contacta. Direct, fair to the whole

classb. Sympathetic

1 2 3 4 5

In making contact with her students, she did not have any problem. She looked every student sympathetically.Her gaze really comforted her students in enjoying teaching learning process.

10

Facial Expressionsa. Expressiveb. No unnecessary facial

expressions

1 2 3 4 5

She also did not make any unusual facial expressions. She looked friendly. Her enthusiasm in teaching made herexpressions come naturally from her face.

11Gesturesa. Clarifying the meaningb. Not excessive

1 2 3 4 5Her gestures also helped her in teaching. She often moved her hands in order to control and focus th e class.She also often pointed some parts of her face and body to be described. She nodded her heads as agreementsignal.

12Movementa. Moving freelyb. Not excessive

1 2 3 4 5She could take control of classroom by moving freely.

13

Interaction Stylea. Teacher – individual

studentsb. Teacher – the whole class

1 2 3 4 5

Interaction in the classroom happened in two ways communication.

14Mediaa. Using conventional mediab. Using technology

1 2 3 4 5She only used whiteboard to ease her in teaching. Her “drawing” game needed whiteboard. She also explainedall of the things on the whiteboard.


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OBSERVATION SHEET

QUESTIONING AND REINFORCEMENT SKILLSTeacher’s Name: Fani (Teaching I)

NO COMPONENTS SCORE COMMENT

1 Clarity and relevancea. clear questionsb. simple and

concretequestions

1 2 3 4 5

Here are some questions listed from the videos: “Do you still remember what the topic is?” (when she wanted to ask the previous

topic) “What is being described?” (when she wanted to ask what can be described) “So we talk about?” (when she wanted to ask about the today’s topic) “What will you describe?” (when she wanted to ask what can be described from

people) “What are on our face?” (when she wanted her students to think what can be

described from face) “Beside this, what else can you describe? Selain physical, sesuatu yang tidak bias

kita liat dengan mata tapi bisa kita rasakan.” (if male) when you give the description you should begin with? “What is pointed nose?” “What about his hair?” “What are included in general identification?”

These questions are simple, clear, and related to the topic she taught.2 Types of questions

a. promptingquestions

b. probing questions

1 2 3 4 5 Most of the questions above are probing questions.

3 Pausesa. Giving the student

time to think theanswer

b. Sufficient durationof pauses

1 2 3 4 5 She gave enough time to answer. She did not force her students to answer the questions.


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4 Distribution ofquestionsa. Diverting thequestions to otherstudentsb. Distributing thequestions evenly to all

students

1 2 3 4 5

She distributed the questions fairly to all students, but it would have been better if she hadgiven the procedure in the early step of the activity.She rarely diverted her question from one student to another student.

5 Teacher’s Responsea. Appreciatingstudents’ answersb. Not forcingteacher’s answers to

students

1 2 3 4 5

She appreciated students’ answer. However, she was also a little bit forcing when herstudents could not give the expected answer.

6 Qualified questionsa. Encouraging

students to thinkmore (to clarify,exemplify,analyze, etc)

b. Being open toaccept variousanswers

1 2 3 4 5

She did not encourage her students to think more because she directly gave the answerwhen her students could not answer her question.She was open to accept various answers.

7 Verbal reinforcementa. Variousb. Timely

1 2 3 4 5 Okay

8 Non-verbalreinforcementa. Variousb. Timely

1 2 3 4 5She gave a smile or a nod if her students could answer her questions well


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9 Reinforcementtechniquesa. Enthusiasticb. Meaningful

1 2 3 4 5The reinforcement technique was not really meaningful since she rarely gave nonverbalreinforcement. Her students also needed direct compliment through verbal reinforcement.



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Name of teacher : Santi Date: Teaching I


1

Material Masterya. No misconceptionb. Not depending too much on

books, handouts, or notes1 2 3 4 5

When she started explaining, she took her note and sometimes she read the note.

2




1 2 3 4 5

She dressed very well. She also tied up her hair into a pony tail so that her long hair would notdisturb her sight when she was teaching. She had already given good example of dressing toher students. However, in here, appearance is not only something which appears physically butalso which come out from the teacher’s personality. There was something odd happened inthe classroom in which one of her students talked about a porn star and he admitted thatwhat he just said was a porn star but she did not give any lecturing to him to avoid that thingsince their age had not mature enough (Senior High School Students). She even also laughedwith her students.

3


situation1 2 3 4 5

She had managed her time well. She was not running out of time. I think it was because shehad already planned it before. However, she in the initial of the lesson seemed a little bitdifficult to control the situation since the class often laughed due to the case above.

4Language Usagea. Contextualb. Using formal language

1 2 3 4 5

She used formal language when she was teaching and she spoke contextually with the topicshe taught.


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5

Confidencea. Moving naturallyb. Expressive 1 2 3 4 5

The expression that I could see was just her smile or a few face movements. I think she couldbe more expressive when giving examples of describing people. She could make some gesturesto express the vocabularies intended. I also saw that there was a hesitation in the way shemoved. She looked not relax in moving her body. Perhaps, it was because she held a paper inher hand when teaching which made her a little bit difficult to lift her hands.

6

Speaking Fluencya. Showing no unnecessary

repetition when speakingb. Showing no unnecessary

pause to think when speaking 1 2 3 4 5

She sometimes made pause during speaking, especially in the beginning. Some sentences whichwere uttered in wavering manner:Seems that you are so enthusiasticIt’s nice to see you again todayIt is related to giving detail of someone that you likeThey describe…ups..This activity giving such details of the person you love


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OBSERVATION SHEETSET INDUCTION AND SET CLOSURE

Name of teacher : Santi Date: Teaching IStudent No : ___________


1

Getting Students’ attention and drawingstudents’ interesta. Teaching style enthusiasmb. Interesting media used to draw students’

attention

1 2 3 4 5

I could not see her big enthusiasm when she was teaching in her first classteaching. She in many times just did smile and laugh responding to what herstudents did in the classroom. If I could see the enthusiasm happened in theclassroom, it was just her students’ enthusiasm to answer her questions sincethey tend to joke in answering the questions using what was supposedinappropriate for them as junior high school students. I do not know whether shesuccessfully got students’ attention or not. Perhaps, her question could make thestudents involve in learning. However, what drew students’ attention was theanswer of students’ question. Her question can be a good media to drawstudents’ attention.

2Motivating studentsa. Drawing curiosityb. Utilizing students’ interests

1 2 3 4 5She utilized students’ interest by giving interesting topic. Then, the students weremotivated by it.


1 2 3 4 5She did not both explaining steps of activities and objectives of the lesson.

4



1 2 3 4 5

What she did in the opening by asking idol that her students might have was agood activity to direct students to what they were going to learn. By having thisactivity, her students seemed ready to follow the lesson given.


1 2 3 4 5She only gave spoken summary.

6Giving psychological/social encouragementa. Giving positive reinforcementb. Showing other learning sources

1 2 3 4 5She gave positive reinforcement of what she had given.“Hopefully, this material can help you to describe someone when you meetstranger outside.”


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7

Giving feedbacka. Asking students to answer questions to

check indicator attainmentb. Giving time to students to reflect what

they have learnt

1 2 3 4 5

What have learnt today?What are the main points?What about general identification?


92

OBSERVATION SHEETDELIVERY AND STIMULUS VARIATION SKILLS

Teacher’s Name : Santi Date: Teaching IStudent No : ________________


1


1 2 3 4 5

She introduced the main topic in the beginning by asking her students to mention their idol’s description.

2

Languagea. Simple and clearb. Correct structure 1 2 3 4 5

Sometimes she spoke a little bit unclear. Actually, she wanted to give simple sentences but she might do notknow the vocabularies so she decided to use another word or sentence which seemed a little bit weird. Exp;“is it true?” instead of “is it correct?” “Have you done all the answers?” instead of “have you completed all theblanks?” “revise the word.” Instead of “correct the word”. (two indicators were done but not optimal)

3

Examples/illustrationa. Sufficientb. Real and appropriate 1 2 3 4 5 She gave sufficient examples in the beginning of the class. She asked her students to give detailed information

about their idol and then together, they categorized and synthesized information they got from what they haddone. This is adequate enough to help the students in the next activities.

4

Material Organizationa. Well-organized materialsb. Systematic delivery 1 2 3 4 5 The material was delivered systematically. She seemed had already planned the material well. There was no

confusion in giving the material or holding the activities arrangement. Everything went well.

5


1 2 3 4 5 She often used question to ask or comment on students answer.

6

Voicea. Loud and clear voiceb. Clear articulation and

intonation

1 2 3 4 5

She has loud voice which can reach all the side of the room. However, she sometimes was difficult topronounce some words so that she spoke in the low speed to clear her articulation which was wavering. Then,she also spoke in the flat tone; she should have varied their voice.


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7


expressions

1 2 3 4 5

She in many times used the word “OK” to get or focus students’ attention to the learning that took place. Fornonverbal expressions, she used her hand to point of what they were discussing.

8



1 2 3 4 5 Overall, she was not too fast in teaching. She played the time well. However, there was a time when she askedher students to note down what was written on the blackboard, but she then distributed worksheet for thenext activities.

9


classb. Sympathetic

1 2 3 4 5

She looked at all her students sympathetically and attempt to give same portion to each side of class.

10


expressions

1 2 3 4 5 She often smiled but actually she could be more expressive in explaining or describing vocabularies of hertopic. It seemed that her expression was flat.

11

Gesturesa. Clarifying the meaningb. Not excessive 1 2 3 4 5 I could not see gestures which clarified what she had said since during teaching, most of the time she kept her

hands below her waist holding a paper. She only moved her hands only when she wanted to ask moreinformation from her students.

12

Movementa. Moving freelyb. Not excessive 1 2 3 4 5 Listening would make difficult for some teachers to move freely. However, her decision to look her students

after having listening activities was good even it was just once at the time.

13



1 2 3 4 5 She interacted with the whole class as well as interacted with the individual. She often called the name of herstudents, it was good to build good atmosphere of learning and build good relationship.

14

Mediaa. Using conventional mediab. Using technology 1 2 3 4 5 She used both conventional media, whiteboard, and technology, computer and speaker, for listening. However,

if she could more make use of other media in her learning activities t draw students attention


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OBSERVATION SHEET

QUESTIONING AND REINFORCEMENT SKILLS

Teacher’s Name: Santi (Teaching I)


1 Clarity and relevancec. clear questionsd. simple and

concretequestions

1 2 3 4 5Questions she asked were clear and understandable. She gave simple and concretequestions about students’ idol to help the students warming-up their mind before enteringthe main activities. What a little bit bothered was her difficulties in pronouncing so me words.

2 Types of questionsc. prompting

questionsd. probing questions

1 2 3 4 5

She often gave more prompting questions rather than probing questions, like “why do youlike her?”, “any other?”, “is she beautiful?”, “if we can’t see someone’s characteristics?”.Some probing questions she gave, “ do you know the name of this activity?”, “can youclassify these into one class?”

3 Pausesc. Giving the student


d. Sufficient duration ofpauses

1 2 3 4 5

She always gave time her students to think about their answer in the proper duration.


students

1 2 3 4 5

She had distributed the questions evenly to all students. And also asking for other opinion onthe answers.

5 Teacher’s Responsea. Appreciatingstudents’ answersb. Not forcing

1 2 3 4 5 She appreciated her students answer and instead of forcing her answer to her students, sheasked other students’ opinion (diverting question)


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teacher’s answers tostudents

6 Qualified questionsc. Encouraging

students to thinkmore (to clarify,exemplify, analyze,etc)

d. Being open toaccept variousanswers

1 2 3 4 5

She was open to accept various answers. She also often gave guiding questions toencourage students to think more and find the answer to the question.

7 Verbal reinforcementc. Variousd. Timely 1 2 3 4 5

Good Very good Because you are smart Yes, very good Yes, correct Ok


1 2 3 4 5


1 2 3 4 5

It was good and meaningful. Her students showed delighted feeling after beingcomplimented.



96


Name of teacher : Sheila Date: Teaching IIStudent No : ___________


1

Material Masteryc. No misconceptiond. Not depending too much on

books, handouts, or notes1 2 3 4 5

She conveyed the materials well. She also had an opportunity to answer students’ questionsabout difficult words on the handout. She did not give any wrong concepts to her students.However, the last point could be her weaknesses. When she explained memo, she dependedtoo much on handout she brought in her hands. Even though, she did not concern aboutmaterial mastery in her teaching, it can be some notes for her.

2




1 2 3 4 5

She appears perfectly. She was very neat and orderly in appearance. Her attitude also showedthat it was her who became the teacher in the classroom. However, there was a time whenshe could not control herself and she burst into laughter. A student’s attitude led her intolaughter.

3


situation

1 2 3 4 5

She could control the teaching and learning process and she had managed her time well. Shehad successfully put every class activities in accordance with the time allocation she had made.

4

Language Usagea. Contextualb. Using formal language 1 2 3 4 5

She used formal language and related to the topic she taught. However, when she explainedfrom handout, I noticed several words considered a little bit difficult for students in that level,for example, . due to this in explaining, she then used her native language to explain memoto her students.

5Confidencea. Moving naturallyb. Expressive

1 2 3 4 5She looked confident to lead the classroom. She moved around the class. However, she couldbe more expressive in conveying something using her gestures, facial expressions (besidesmile), and her intonation in speaking.

6Speaking Fluencya. Showing no unnecessary

repetition when speaking1 2 3 4 5

She was very fluent in delivering information, explanation, instruction, and question to thestudents.


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b. Showing no unnecessarypause to think when speaking


98

OBSERVATION SHEETSET INDUCTION AND SET CLOSURE

Name of teacher : Sheila Date: Teaching IIStudent No : ___________


1

Getting Students’ attention and drawingstudents’ intereste. Teaching style enthusiasmf. Interesting media used to draw

students’ attention1 2 3 4 5

Her calm character did really influence her overall performance in front of the class. Inthe beginning of the lesson, she had tried to greet her students and congratulate herstudents who had won an English competition with loud voice. Then, the power of hervoice was decreasing together along with the running of the class. She also had aninteresting media in the initial step of the lesson by showing an example of memothrough viewer; however, he could be more in making use of the memo to be discussedwith her students.

2

Motivating studentsa. Drawing curiosityb. Utilizing students’ interests

1 2 3 4 5

She decided to give an example of memo through viewer in the beginning of the lesson;it was good to catch students’ attention. Students are interested to see new thing intheir classroom. She was really great in creating scenario for her opening beforeentering the topic given. She told that she received something from her headmaster andbefore that she congratulated her students who had won competition. I, placed myselfas one of the students, also feel that she was going to give good news for the studentswith their achievements or for the classroom.


1 2 3 4 5She did not explain both objectives and steps of activities

4



1 2 3 4 5

She made apperception with her students by asking what are the characteristic ofmemo, then the students answered “singkat, padat, jelas.” The scenes arranged by herwas clear that in that day the class would discuss memo.


1 2 3 4 5She did it orally by asking them questions and they answered orally too. And she alsomade written summary by writing students’ answer on the white board.

6 Giving psychological/social 1 2 3 4 5 Understand? Yes! Good. Keep learning because it will be test.


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encouragementa. Giving positive reinforcementb. Showing other learning sources

7

Giving feedbacka. Asking students to answer questions

to check indicator attainmentb. Giving time to students to reflect

what they have learnt

1 2 3 4 5

She asked several questions about memo, what it is, and the characteristics.She allocate time for students to reflect what they have learnt by making reviewtogether.


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OBSERVATION SHEET

DELIVERY AND STIMULUS VARIATION SKILLSTeacher’s Name : Sheila Date: Teaching IIStudent No : ________________


1


1 2 3 4 5

She did introduce the topic but she did not introduce the objectives of the lesson.

2

Languagea. Simple and clearb. Correct structure 1 2 3 4 5

There was a time when she explained memo she tends to explain what were already written in handouts. sheexplained with her native language. She did small mistakes during her teaching, here are words listed from thevideos:

“Is those examples clear?” “You are admire me.”

3

Examples/illustrationa. Sufficientb. Real and appropriate 1 2 3 4 5

She gave sufficient examples of memo. She provided several memos with different subjects. It was good to giveher students adequate knowledge about memo. However, unfortunately she could have more make use of theexamples to make characteristics of memo.

4Material Organizationa. Well-organized materialsb. Systematic delivery

1 2 3 4 5She had organized her materials well and delivered the materials well.

5


1 2 3 4 5

It was good to let her students answer freely but I think she could give comment on students’ answer orperformance when the other students refused to give any comment to students’ answer.


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6

Voicea. Loud and clear voiceb. Clear articulation and

intonation

1 2 3 4 5

Her voice was quite loud. However, she spoke in a monotonous tone so that her students might not payattention to her and she could not surprise them with sudden high tone to get their attention.

7


expressions

1 2 3 4 5

Most of the time she used verbal expressions to focus their students’ attention. However, it was still notoptimal since she spoke in flat tone.

8



1 2 3 4 5

The sequence of lesson run smoothly. She had managed her time well. However, one time, she gave too muchtime for her students to find difficult words in her handout.

9


classb. Sympathetic

1 2 3 4 5

She looked all of her students with welcoming sight.

10


expressions

1 2 3 4 5 Since the topic was memo and it was a writing class, it would be rarely for her to use facial expressions.However, to show her enthusiasm in teaching she could be more expressive especially in responding to herstudents’ answer.

11Gesturesa. Clarifying the meaningb. Not excessive

1 2 3 4 5She moved her body stiffly. She always bring handout in her hands. She seemed could not let she control herbody to move to help the learning and show her enthusiasm.

12Movementa. Moving freelyb. Not excessive

1 2 3 4 5She moved around the classroom.

13



1 2 3 4 5

The interaction happened in two ways communication. However, she could have let her students involve in adiscussion during explanation and practice. In the explanation, it was only her who mostly spoke.

14Mediaa. Using conventional mediab. Using technology

1 2 3 4 5It was good when she decided to use media to provide an example of memo in the beginning of the lesson.However, she could have make use of memo more in a discussion to find its characteristics rather than readinghandout.


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OBSERVATION SHEET

QUESTIONING AND REINFORCEMENT SKILLS

Teacher’s Name: Sheila (Teaching II)


1 Clarity and relevancea. clear questionsb. simple and

concretequestions

1 2 3 4 5

“Is those examples clear?” “How is the good memorandum?” “Do you have some difficult words?” “Do you have any comment?”Review “what is memo?” “what are the characteristics of memo?”

2 Types of questionsa. prompting

questionsb. probing questions

1 2 3 4 5

She had rarely asked questions to her students. She only used one type of questions(probing questions).

3 Pausesa. Giving the student


b. Sufficient duration ofpauses

1 2 3 4 5

She gave enough time for her student who was being asked to tell his or her answer in frontof the class.


students

1 2 3 4 5

She had rarely asked questions. She often threw her questions to all students and in thepractice time she pointed one student to tell his or her answer in front of the class.


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5 Teacher’s Responsea. Appreciatingstudents’ answersb. Not forcingteacher’s answers tostudents

1 2 3 4 5

She appreciated students’ answer but in practice time, it was her students who initiate theapplause for the students who had just performed, not her.

6 Qualified questionse. Encouraging

students to thinkmore (to clarify,exemplify, analyze,etc)

f. Being open toaccept variousanswers

1 2 3 4 5

From the questions listed above: one question which was considered qualified questionbesides review only one.

7 Verbal reinforcemente. Variousf. Timely

1 2 3 4 5She gave verbal reinforcement: okay, thank you.


1 2 3 4 5

Applause was the only form of non-verbal reinforcement; it was in the beginning sheinitiated to give applause to students who had achievement. However, during practicetime she did not initiate in giving applause.


1 2 3 4 5

She appreciated her students’ achievement in a competition, but she did not appreciateher students’ performances.



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Appendix 3: Samples of

Interview Transcripts


105

Interview I (Fani)

Hallo Fani selamat siang

Siang

Apa kabar?

Baik-baik

Ni mau Tanya-tanya tentang microteaching. Aa salah satu assessment di microteachingkan weekly reflection. menurut anda apa si pengertian weekly reflection buat anda?

Jadi menurut saya weekly reflection itu sebagai evaluasi apa yang kta dapat sewaktu kelas,apa yang kita rasakan, apa yang kita dapet..gitu aja…evaluasi lah bisa evaluasi diri sendiri,bisa evaluasi teman lain, bisa evaluasi kelas itu secara khusus, evalua si keadaan kelasnyakaya apa pokoknya kalau weekly reflection itu terserah lah apa yang mau kita refleksikantentang kelas itu, menurut saya.

Nah itu kan ditulis di blog ni…aa..sebagai medianya. Menurut kamu blog sebagaimedia weekly reflection tu gimana?

aa..kalau menurut saya itu malah mengurangi kedisiplinan karena apa ya maksudnya ngeblogitu kurang terkontrol ya soalnya kan bisa dimana aja dan aa pokoknya susah kalau buat dosenkalau menurut saya bakalan susah ngontrol karena..ya mungkin bisa melihat a a langsung keblog itu siapa yang sudah masuk, tapi kan dari mahasiswanya jadi ah cuma ngeblog besok ajabisa besok..besok..besok dan kalau sesuai pengalaman sendiri saya sendiri jadinya malah aakecenderungannya males gitu, telat -telat gitu “ah ga dikumpu lin kok, maksudnya bisa besok,bisa 2 minggu lagi, pokoknya ga ada deadline tapi malah jadi bikin males gitu.

Jadi yang malah bikin menanmbah disiplin mungkin sebagai media weekly reflectionapa?yang bisa menambah disiplin apa ngumpulin aja kertas gitu atatu gimana?

Kalau menurut saya si yang konvensional aja yang kaya diketik, terus dikumpulin, pokoknyamanu…eh bukan manual..pokoknya ya yang kaya biasa lah dikumpulin aja kan jadi jelasmisalnya ada tanggala segini dikumpulin ada ini bukti fisiknya ada kaya gitu, kan lebihmaksudnya aku harus buat jadi kaya gitu lho. Jadi itu deh kayanya lebih bikin tepat waktugitu

Mungkin tadi negatifnya ya, ada ga sih posit ifnya?

Ada. Aku jadi bikin blog.hehehehe. dulu ga tau blog tu kaya apa kaya gimana terus ya itupaling tau blog caranya kaya gitu. Terus itu aja si.

Itu tentang weekly reflection sama blognya. Nah sekarang masuk ke teaching. apa sipengalaman yang didapat dari awal -awal minggu week 1, 2, 3 sampai anda sebelumngajar yang pertama?

Pengalaman tentunya masih dalam bentuk pemahaman ya kan minggu awal baru teori -teorigitu, terus oh udah pair teaching sama..apa itu..yang ngajar itu lho mas..

Group teaching?


106

Ah iya group teaching. group teaching ma pair teaching. ya paling ya itu pengalamannyajadi bener-bener kita yang ngajar satu aja, satu orang terus nambah banyak nambahbanyak..itu..ya itu pengalaman mengajar dari yang mengajar cuma 1 orang, terus banyak, dantambah banyak kaya gitu, terus te ori-teori juga. Terus pengalaman melihat contoh jadisebelum kita class teaching itu ada yang volunteer buat jadi contoh class teaching, nah itu.Itu si..bisa ngeliat dulu sebelum kita nglakuin gitu.

Waktu apa tadi ada group teaching atau pair teaching itu ngajar apa masih inget? Itusukses atau mendapatkan itu ( feedback)?

Pas pair teaching ma group teaching, dua-duanya aku ngajar listening. Terus kalo menurutaku yang pair teaching itu masih biasa aja maksudnya kan..

pair teaching tu yang…

satu aja, berdua terus gantian ngajar

nglatih skill tertentu atau?

Yang itu yang aku rasain aa ngomong..membuat instruction gitu, itu terus yang groupteaching itu sama sih kalau pas awal -awal itu paling menonjol itu bagaimana caramenyampaikan instruksi dan simple language yang bisa dimengerti, itu paling skillnya.

Terus pengalaman-pengalaman itu mungkin aaa yang kesusahan dalam membuatinstruksi itu pengalaman-pengalamannya kamu tulisin juga ga di weekly reflection?

Iya aku tulis terutama yang itu masalah utamaku itu di membuat instruksi itu jadi kayanyaaku tulis..tulis ga ya?..dibaca sendiri..aku lupa Mas hehehe. Kayanya ada yang tak tulis tapiitu habis ngajar.

Iya tapi merasa menuliskan di refleksi kan? Merasa men ulis?

Iya.heem

Aa kalau yang saya lihat si yang direfleksikan y ada beberapa skill ya tentang closure,closure itu agak terlalu cepat, ada induction juga, terus beberapa kali juga masalahpreparation. Nah preparation itu kaya apa si preparation? Selain menyiapkan materi ya,apa sih yang bisa kita siapkan, selain masal ah materi, lesson plan, segala macam. Buatdiri kita apa?

Selain materi?media masuk ga mas?

Media..oke lah..media masuk materi.

Apa ya..paling siap mental..terus benar -benar..wah itu materi ya. .bener-bener siap a punyaprediksi apa yang terjadi di kelas itu si persiapannya.

Kalau materi maksud saya materi memfotokopinya atau menyiapkan handoutnya,selain itu apa?

Oh selain itu..karakter muridnya..itu. paling ga kita harus tau ngajarnya siapa, y ang biasanyakaya gini siapa yang biasanya kaya gitu siapa jadi nanti kan dalam persiapan materi jugapemilihan materi juga disesuaikan gitu, siswa, terus kelasnya kaya gimana, udah si itu aja.


107

Ya ini juga macem-macem sebetulnya aa ada pronunciation juga, ada juga disini takbaca..

Hhm..itu masuk materi ga Mas?

Ga. Jadi kan materi sifatnya, maksud saya yang sifatnya berupa administrasi. Nahkalau yang berupa mental, persiapan diri, persiapan aa penguasaan materinya itukan…

Oo penguasaan materi aku kira itu masuk materi

Ga jadi yang bersifat administrasi..terus ada juga ini sempet juga classroommanagement, itu kan banyak sekali poin-poin..kaya summarize ya?

Classroom management?

Iya ada berapa poin ya…25 poin

Oo itu..itu itu ringkasan Mas

O ringkasan..

Heem. Jadi itu ada handoutnya Pak Prast kita suruh ngringkas

Ada..pentingkah ga si ini? Berguna ga apa yang diringkas tentang classroommanagement buat teaching yang pertama?

Sangat berguna sekali walaupun pada pelaksanaannya susah menerapkan semua tapi a dabeberapa poin yang benar-benar tak coba tak lakuin misalnya keliling -keliling buat ngeceksiswa gitu, terus apa lagi ya…pokoknya itu yang aku inget gitu pokoknya selalu cek siswakayak gimana kerjaanya. Terus cara menunjuk siswa maksudnya mempersilahkan nya kanbegini (sambil meperagakannya dengan punggung tangan menghadap ke bawah) gitu..aku silebih ke gesture

Terus juga enthusiasm, terus ada pause juga, komunikasi, game juga disebutin, terusada juga liat reinforcement ya yang liat teman kasih permen dan juga time management.Untuk yang lain-lain..ini kan cukup banyak juga..mungkin untuk hal -hal yang lainseperti misalnya apa ya..tentang skill yang lain kaya tentang berpakaian atau tentangreview nutup gitu ya, ada tentang membuat-buat tentang feedbacknya atau memberikanfeedback atau membuat review terus juga tentang penampilan itu kan mungkin ga gaterlalu..tidak direfleksikan saya lihat..nah menurut kamu k enapa ga direfleksikan apaitu “ah saya sudah bisa..saya sudah ya menguasai lah atau kenapa?

Oo

Terus time management..classroom management kan juga ada time managementnyasama kontrol kelasnya mungkin lebih sering ke time management ya yang disinggung.Apakah tentang controlnya sendiri berarti anda..anda ga ngreflek siin brarti udah bisaatau gimana?

Ya kalau yang tentang appearance, kalau masalah tentang penampilan, penampilan guru itukayanya teman-teman yang lain udah oke, maksudnya oke banget, aku yang biasanya dalamberpakaian..jadi biasanya udah tanggap..ya udah bagus lah, udah tau..


108

Paling ga rapi?

Heem paling ga rapi kaya gitu. Terus control kelas, karena ini Mas biasanya awal -awalteman-teman itu..kita kan jadi anak SMA tapi tu kita pembawaannya tetap kaya anak kuliahjadi suasana kelasnya tu ya udah adem -adem aja soalnya kan..gimana ya..kita ga beraktingsepertti selayaknya anak SMA yang apa lah..apa lah..apa lah jadi pas itu ga begitu menonjolgitu lho kontrol kelasnya, jadi ya udah diem diem..kan istilahnya gimana ya kita belumbenar-benar in dalam aa apa ya.. itu kan kaya role play kan ya sebenarnya ngajar gitu jadikita masih yang cuek-cuek aja, masih yang y udah aku jadi murid ya udah aku ngikutin ajantar kalau ditanyain ya jawab, kalau disuruh maju y maju, kayak kayak gitu, awal -awalnyakayak gitu, awla-awal first teaching kayak gitu suasana kelasnya jadi yak arena itu aku gagitu banget nyorotin kontrol kelasnya karena belum keliatan banget gitu lho. Belum padapake karena memang situasinya belum..pokoknya ga keliatan lah Mas masalah -masalah

Terus juga ada yang..apa.. kalau disini ada explaining objectives, atau memberikantujuan ma step of activities, nah itu juga ga keliatan di refleksi itu juga, apakah sama?

Jadi nah itu awal-awal..itu memang aku si..jadi mungkin Pak Pras sudah sering yamenyampaikan hal itu, tapi mungkin aku sendirinya kurang peduli jadi aku lebih menyorotike hal yang lain. Jadi baru setelah class teaching kedua aku mulai kayanya state objectivesyang ngajarnya itu jadi yang pertama -tama aku tu bener-bener “ah yang lain nggak akungapain gitu” lho, jadi kayak gitu. Sebenarnya penting juga karena aku konsultasi ke Pak Praspas mau teaching 2 itu Pak Pras bilangnya kamu harus member tahu muridmu “kalian harusmenguasai ini, ini, ini dan nanti kegiatannya seperti ini.” Jadi awal -awal itu memang yaignore mungkin (sambil tertawa) jadi lebih fo kus ke yang lain.gitu.

Ya tapi ini udah termasuk cukup banyak yang direfleksikan disini..banyak banget. Nahitu nulisnya..wkatu awal-awal, waktu minggu-minggu awal itu beberapa hari setelahkelas atau..

Inilah masalahnya..jadi biasanya di deadline hari kamis itu dah harus nge-post, kadang kalaulagi ada ide langsung crot gitu biasanya tulis dulu draft, nanti ngepostnya hari kamis, tapikebanyakan hari kamis jadi sebelum kelas yang berikutnya baru nge post jadi kayak gitu

Ngepost sambil nulis? Atau draftnya udah dibuat?

Biasanya ada draft, paling baru sepertiga draft gitu, 2 hari, terus baru dilengkapinya harikamis, jadi hari kamisnya ngepost, hari jumatnya microteaching ya udah gitu. Biasanya,karena pake blog itu.

Ada draft gitu juga?

Beberapa ada, beberapa langsung crot

Yang ditulis selain pengalaman-pengalaman tadi apa? Apa ada pertanyaan panduanatau cuma free writing?

Sebenarnya ada 5 pertanyaan panduan dari Pak Pr ast. Ada 5. What have youlearnt?...pokoknya ada lima..tapi selama ini lebih ke free writing aku. Ga begitu ngikutin itukarena ya namanya refleksi kan kalau di kaya gitu ya..temen -temen yang lain jugakayanya..teman-teman yang aku ada blognya, yang misaln ya aku bisa baca itu lebih ke yangbener-bener free gitu lho..artinya bener-bener menyoroti apa yang mereka konsen pas kitakelas


109

Gimana keseriusan kamu dalam menulis refleksi itu, dalam merefleksikan diri sendiriatau melihat teman atau gimana? Terus jadi merasa terbuka atau leluasa ga dalammenulis kan itu ditulis di blog semua orang bisa liat, meskipun di luar Sanata Dharmapun bisa liat kan?

Kalau keseriusan kalau pake persenan ya 60% (sambil tertawa). Ya namanya juga…kadangmalas, kadang bingung “aduh mau refleksi apa ya?” karena minggu -minggu terakhir kayanyaaku ga ngepost (tertawa lagi). Jadi ya 60% serius lah yang 40 ga tau jadi apa ya..tadi yangpertanyaan kedua apa ya Mas?

Apakah merasa bebas?

Oo merasa bebas..menurutku si bebas bebas aja soalnya ya aku sering ngasih komentarkayanya ke teman, tapi ada beberapa yang ta sebutin namany a langsung ada yang ga jadimenurutku selama aku bisa kasih sesuatu yang masukan kayak kayak gitu, kritik pun akukasihnya yang ga terlalu..maksudnya kritik yang masih bisa diterima gitu lho speanjang ituga..maksudnya..sepanjang itu maksudku baik ngasih saran atau krit ik it’s okay gitu lho.Kayak gitu dibaca siapapun juga kayaknya ga bakal menyakiti, toh itu bisa buat masukan.

Nah anda ngajar week brapa si yang pertama?

Dari 25 aku no 16. Kira-kira minggu 4.

Nah waktu sebelum maju, sebelum ngajar di week 4 itu pernah ga si anda mengecekatau membaca ulang blog anda?

Lupa. Pernah ga ya?..Ga

Ga?

Ga..eh maca ga ya? Ga (sambil tertawa) kayanya sekali pa ya? Ga. Baca blog ora ng iya.

Blog orang berarti iya, blog anda ga?

Ga. baca titlenya doang (sambil tertawa).

Oke.

Jelek.

Jelek knap blognya?

Kadang ga serius juga (sambil tertawa)

Terus weekly reflection mempunyai pengaruh penting buat kamu dalam menyiapkandiri, bukan dalam hal administrasi ya, menyiapkan diri untuk class teaching I?punyaperan penting ga?

Iya punya pengaruh penting terutama yang ringkasan itu tadi, itu kan sebelum aku maju, jadiitu kan tak ringkas jadi weekly reflection, gitu. Kan ada itu tadi tentang classroommanagement, terus gestures, kayak kayak gitu, paling selama ini yang paling itu itu.

Kalau itu pentingnya bagaimana?kamu bisa mendeskripsikan karena kamu tadi kanbilang kamu ga baca itu.


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Nah, iya itu.ga baca tapi kan membuat tu lho Mas, nah jadi selama proses membuat itu kankita juga maksudnya..aa apa ya namanya..dapat jadi ga..jadi lebih ke proses membuatnya itukita juga refleksi to nah itu dari itu. Kalau membaca lagi ga. Gitu jadi dar i refleksinya itubukan kaya gitu lah. Gimana?

Berarti dalam proses refleksi,itu, misalnya ngrefleksiin gitu ya terus bikin kamu jadiinget ya?

Heem ya paling ga jadi mikir..oh kaya gini ya.

Nah sekarang yang class teaching 1. Bagian-bagian apa yang menurut kamu berjalanbaik atau skill-skill apa yang bisa kamu tampilkan dengan baik dan apa skill yangmenurut kamu, kamu lakukan dengan buruk atau tidak baik lah?

Oke selalu kasusnya seperti ini, di set induction oke, clear voice, loud..pokoknya oke. Tapisetelah itu ya itu tadi skill untuk membuat instruksi sulit untuk saya jadi mungkin sebenarnyamateri atau kegiatan yang saya sampaikan itu bagus tapi mungkin karena aku membuatinstruksinya ga menarik atau kurang jelas itu jadi mengubah..itu jadi ya sebaik ap apunkegiatan kalau tidak disampaikan dengan baik nanti kan hasilnya juga kurang baik gitu. Yaitu set closure itu..selalu di set closure hasilnya tidak memuaskan, misalnya timemanagement.

Itu dari kamu sendiri atau dari comment orang.

Akau sendiri ngrasa..ditambah comment orang. Kalau set induction memang kayanyamenurutku bagus lah untuk maksudnya biar students-nya interested in gitu, tetapi begitumasuk materi, aku sendiri kadang-kadang “ya ampun kok jadi begini ya?” udah ngrasa kalaukayanya ga bagus. Terus aku baca komentar dari pak Pras memang “ya awal bagus tapisetelah masuk itu instruksimu kurang jelas, membingungkan, complicated jadi kegiatanmusebenarnya bagus tapi karena instruksimu seperti itu maka menjadi sangat complicated untukmuridnya, seperti itu.

Kamu merasa instruksimu kurang bagus ya?

Iya

Itu bikin confidencemu ilang ga?

Nah itu Mas jadi ketika aku memberi instruksi dan salah dan ada temanku sebagai murid danmenunjukkan kesalahanku nah itu langsung “ Oh my God! I made a mistake.” Nah itulangsung drop udah soalnya yang class teaching pertama kasusnya gitu, jadi ada yang seniorgitu, aku salah ngomong terus ekspresinya jadi..”hah?” “ah” ya sudah hancurlah..itu kayakgitu..jadi pengaruh banget.

Oke itu buat yang pertama.makasih ya.

Sama-sama.


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Interview I (Santi)

Ok, Selamat siang Santi

Selamat siang

Apa kabar?

Baik-baik

Ini mau ada interview tentang microteaching aaa.. terutama tentang dari week 1.. aa..sampai anda class teaching yang pertama tes sisipan satu. Bisa dibayangkan dulu.

Ya bias-bisa

Ok, siap. Sebelumnya ni anda kan ikut microteaching ni ya salah satu aa assessmentdisitu weekly reflection. Apa si pengertian weekly reflection bagi anda? Apa ada fungsi -fungsi tertentu weekly reflection buat anda?

Jadi refleksi tiap minggu ya yang di, refleksinya dengan sistem ngirim ke blog dan itu tuberisi ga cuma aa gimana kita udah ngalamin kelas minggu itu tetapi juga pelajaran apa atauhal-hal signifikan apa yang didapat dari kelas itu, misalnya kemaren mengenai set inductionnah gimana kita merefleksikan set induction melihat dari penampilan temen-temen di kelasitu.

Pendapat anda tentang adanya weekly reflection itu?

Sangat membantu karena uhmm dari itu kita belajar banyak bagimana menjadi peka, Ohternyata ada hal-hal yang aa harus diperhatikan dan itu membantu untuk bi sa lebih baik lagidi penampilan selanjutnya itu lho.

Tadi anda bilang ada blog kan ya. Itu di post -kan ke blog. Menurut anda apa peranatau menfaat blog sebagi media weekly reflection tersebut?

Saya malah suka sih lewat blog karena pertama global warming jadinya ngirit kertas. Dankedua tu bermanfaat karena blog kita itu bakal dibaca umum, khlayak umum. Dan sayasempet dapet comment dari pengunjung blog, blogger-blogger gitu, terus saya tertarikdengan refleksi anda mengenai apa ya mengajar SMK kaya gitu kan. Saya merasakan bahwakarakteristik anak SMA dan SMK itu berbeda nah disitu jadi saya belajar oh ternyata refleksilewat blog atau ngepost-kan blog itu berguna untuk orang lain juga gitu selai n untuk refleksikita juga bantu orang lain yang misalnya cari data atau misalnya cari -cari informasi kaya gitu.Jadi bagus aja.

Itu commentnya dari lingkungan kampus atau juga ada dari luar kampus atau darisiapa?

Selama ini yang saya dapet dari luar jadi pengunjung blog secara umum. Iya.

Outside campus?

Iya, heeh, outside campus.

Nah ini mulai dari aa kita flashback ni yang week 1. Pengalaman apa dari week 1, week2, week 3 sampai week dimana minggu dimana anda mengajar. Sebelum mengajar jadiweek 1 sampai week dimana sebelum mengajar?


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Sebelum progress test 1?

Iya sebelum progress test 1.

Yang jelas satu hal jadi guru tu susah. Mengajar tu susah ga seenak yang dibayangkan itu dandari situ saya bener-bener menghargai seorang guru tu lho jadi mengajar di de pan kelas,menyampaikan materi tu ga semudah yang kita biasa dulu beranggapan bahwa aaah gurungapain ni, ceramah. Tapi ga segampang itu lho itu satu hal yang saya dapat.

Terus ada pengalaman2 unik, seperti di week 1 aku ada pengalaman ini terus week 2 aku adapengalaman ini

Week 1 itu kan aku pair teaching to jadi mengajar teman sebangku. Comment yang saya dapetyang sangat interested itu temen saya bilang bahwa strategi kamu itu bagus untukmemberikan kesempatan siswa untuk volunteer gitu lho, jadi ga menunjuk nama, “coba kamujawab!” ga tapi “ siapa yang mau menjawab?” dengan volunteer kaya gitu bisa memberikankesempatan siswa untuk tidak tertekan juga nah itu satu hal yang saya dapat di week pertama.Week kedua tentang manajemen waktu jad i gimana dalam waktu 15 menit bias mengaturwaktu, menyampaikan materi. Week 3 juga sama begitu.

Terus tentang refleksinya, anda nulis itu beberapa hari setelah kelas atau kapan, ataumepet-mepet, atau kapan?

(tertawa). Ok awal-awal minggu (jujur ini), awal-awal minggu beberapa hari setelah kelaskemudian karena tugas semakin banyak tu 2 hari sebelum kelas berlangsung. Jadi kankelasnya jumat kemudian maksimal kan hari kamis udah harus nge -blog. Nah ya paling harikamisnya itu atau hari jumat paginya semaca m itu. Kaya gitu.

Yang ditulis itu apa aja si kalau direfleksi?

Kebanyakan apa yang sudah berjalan dengan baik, mengomentari dari penampilan temennyabegitu terus hal apa yang signifikan yang kamu dapat, yang kamu pelajari dari penampilanteman itu tadi gitu.

Saya dengar itu ada panduan pertanyaannya ya untuk di setiap weekly reflection? adaatau tidak?

Tidak. Cuma minggu pertama.

Selanjutnya free-writing?

Iya.

Untuk misalnya yang minggu pertama itu ya. Pertanyaannya seperti apa itu?

Aduh lupa.

Ga inget ya?Ga inget. Terus berarti itu dijawab ya pertanyaannya. Bagaimanakeseriusan anda dalam menjawab pertanyaan -pertanyaan tersebut?

Sebisa mungkin ehm apa ya benar -benar jadi ga asal refleksi gitu lho karena emang dari awaludah dipesankan ehm refleksi tidak hanya bahwa penampilan teman di kelas berjalan denganbaik tapi ya tadi hal signifikan apa yang paling penting yang bisa kamu pelajari daripenampilan teman. Itu yang saya tangkap.


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Waktu itu saya juga sempet baca refleksi, anda bilang guru, teacher is a presenter, nahmaksud anda guru seperti presenter tu bagaimana? Apa si hal -hal dari presenter yangmungkin bisa diterapkan bagi seorang guru.

Yang jelas pertama menarik. Seorang presenter kan menarik. Nah jadi kalau gurunya sudahmenarik, cara penyampaiannya menarik, siswa itu bakal enak atau enjoy untuk ikut kelas. Itusi hal yang penting. Kemudian ga membosankan terus komunikatif juga. Jadi siswa merasasantai untuk bisa menerima pelajaran itu.

Menarik itu kaya gimana menarik orangnya atau menarik apanya?ka lau menarikorangnya kaya gimana?

Mungkin lebih ke cara penyampaiannya ya, komunikatif dan sampai gitu lho, terus ide -idenya untuk masuk ke materi juga fresh misalnya kalau kita mau membahas tentangexpressing hesitation misalnya atau uncertainty kita ambil dari topik yang familiar dengananak-anak misalnya pertandingan bola jadi kaya “are you sure?” ditanya semacam itu lho,nah semacam itu.

Terus di minggu ke berepa gitu men -summary gitu ya? Ga ada?yang classroommanagement gitu?minggu keberapa gitu, awal?lupa ya?

Oke. Tadi kan anda udah nulis macam -macam itu apa sih yang berjalan baik, halsignifikan yang dipelajari di kelas gitu kan ya yang anda alami terus anda tulis ke blog.Menurut anda, anda merasa terbukakah atau leluasakah dalam menulis ataumenjawab pertanyaan-pertanyaan panduan tadi dengan menuliskannya di blog, kansemua orang bisa baca, menjadi leluasa atau malah isin -isin takut malu?

Leluasa karena sadar bahwa itu akan dibaca banyak orang terus jadinya sungguh -sungguhgitu lho malah jadi nulisnya sungguh-sungguh dan malah lebih ke objektif dan sesuai palingga juga sesuai dengan teori yang ada jadi ga asal pendapat gitu.

Kan udah nulis terus di-post-in pernahkah anda mengecek atau mebaca ulang bloganda atau refleksi anda di blog itu. Jika iya apa yang dilakukan?

Pernah. Yang jelas ngecek grammar, karena memalukan kalau salah. Terus ide, kadangorganisasi ide saya kan agak berantakan, jadi cuma itu.

Jadi cuma cek grammar dan edit gitu. Ga membaca content-nya?

Iya itu maksudnya ada satu ide yang kurang sebaiknya ditambah kaya gini.

Brarti anda mengedit, tidak membaca content kan?

Ga

Terus apakah weekly reflection punya pengaruh penting. Apa sih arti penting weeklyreflection buat anda dalam menyiapkan diri untuk tes sisipan 1. Ya refleksi-refleksi dariweek 1 sampai minggu sebelum anda mengajar tes sisipan 1 refleksi -refleksi itu punyaarti penting ga buat anda dalam menyiapkan diri sebagai performer di tes sisipan 1?

Ada si karena sebelum tes sisipan satu kan ke banyakan juga masih teori jadi misalnya setinduction yang baik kaya apa di situ kan direfleksikan bahwa ternyata oh set induction yangbaik secara teori seperti ini dan itu bisa dipakai sebagai aa bagaimana kita membatasi ehmmaksudnya apa ya, ehm jadi ka lau kita udah teorinya seperti itu jadi kita paling ga bisa ada


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dasarnya gitu lho untuk-untuk melakukan set induction yang baik seperti itu walaupun padaprakteknya nanti juga belum tentu se -perfect teorinya. Jadi paling ga ada background teori itulho.

Berarti kalau boleh saya simpulkan mungkin yang anda tulis dari week 1 sampaisebelum ngajar itu mungkin tentang set induction, mungkin itu yang anda refleksikandisitu paling banyak?

Iya.

Oke terus sekarang kita ke class teaching yang pertama. Bagaimana pendapat andatentang class teaching yang pertama?terus apa yang berjalan baik dan apa yang ga?

Puas dalam arti sesuai dengan apa yang saya bayangkan walaupun ban yak hal yang sedikitmengecewakan karena ternyata pada prakteknya penilaiannya ga sesuai dengan yang sayaharapkan gitu. Yang berjalan baik itu set induction menarik, menurut komentar dari observerset induction menarik, tapi yang tidak berjalan baik kecen derungannya adalah manajemenwaktu karena sebetulnya saya mengajar skillnya listening tetapi separuh dari waktu yangditentukan itu banyak lecturing itu lho jadi malah tidak memberikan kesempatan padasiswanya. Itu manajemen waktu dan teaching strategy.

Itu dari observer?

Iya

Kalau dari anda sendiri?

Sama

Ada nambah lagi yang dari anda sendiri?

Lebih ke aktivitas siswanya. Jadi mungkin siswan ya kurang begitu bisa aktif ya k arenamungkin dalam sehari ada beberapa teaching practice to mungkin mereka capek dansebagainya. Teknis.

Oke. Mungkin sudah dulu interviewnya yang pertama. Terima kasih.

Sama-sama.


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Interview I (Sheila)

Selamat siang Mbak Sheila

Siang

Ngantuk ya (tertawa)

Iya

Mungkin ganggu bentar, mau tanya -tanya kan ikut kelas microteaching ya semester ini.Salah satu assessment-nya ada weekly reflection. Nah mau tanya ni pengertian weeklyreflection buat anda sendiri apa si?

Ya refleksi mingguan, refleksi mingguan ehm ya kaya apa ya..apa yang sudah dialamiseminggu itu, apa hal-hal baru yang didapat dalam kelas micro selama seminggu itu

Ada menurut anda fungsi-fungsi khusus ga buat anda? Weekly reflection anda melihatada ga fungsi-fungsinya?

Ada sih fungsinya. Fungsinya apa ya. Maksudnya..ehm ya sebenarnya seharusnya fungsinyaada tetapi karena jarang dikomen dan nggak dapet feedback jadinya nggak padahalseharusnya kita bisa apa ya bisa mengevaluasi penampilan kita dari itu dan juga bisa ngasihpertanyaan-pertanyaan tapi sayangnya tidak pernah dijawab.

Itu ditaruh di blog kan ya?

Iya

kemudian anda bilang tidak mendapat comment atau feedback kemudian pendapatanda tentang blog sebagai medianya bagaimana?

Kalau menurut saya sebenarnya bagus tapi kalau berfungsi secara efektif misalnya di -checksetiap minggu, ga hanya di -check si, maksudnya dikasih comment, dijawab pertanyaan kankita ada pertanyaan panduan, nah di pertanyaan panduan itu salah satunya tolong tanyakanapa yang ingin anda tanyakan, lha kalau kita ngasih pertanyaan tapi ga ada yang jawab kansama aja ga berguna gitu.

Jadi blog sebagai medianya itu ga maksimal gitu ya?

Ya ga maksimal, sama aja si emang kalu tert ulis juga belum tentu maksimal.

Nah kemudian ini mulai masuk ke microteachingnya ni. Pengalaman apa yang andadapat di minggu-minggu awal pokoknya minggu-minggu awal sebelum ngajar di kelasyang pertama kali, class teaching 1?

Pengalaman, ya kita kan disitu diberi skill-skill buat guru, ya paling ga…sebelum ngajar itumaksudnya class teaching apa semuanya?

Jadi kan pertama kali masuk ga langsung class teaching pertama atau Usip 1, dariminggu-minggu awal masuk sampai class teaching yang pertama dapat pengalamanapa?

Group teaching, pair teaching…pair teaching, group teaching , kaya gitu jadinya kita bisapraktek teori-teori sedikit-sedikit si.


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Apa si yang dipraktekin?

Ya paling ga bagaimana cara memancing pertanyaan, cara bertanya, terus ehm.. bagaimanacara set induction dan set closure. Class management belum bisa digunakan untuk pair magroup teaching.

Ada ga pengalaman menarik waktu pair teaching itu waktu memperagakan cara setinduction, set closure , atau cara bertanya. Ada ga pengalaman yang menarik waktu pairteaching atau group teaching?

Pengalaman menarik si ga, maksudnya biasa aja tapi kita bisa l iat lah teman-teman kita dariyang ga serius coba jadi serius terus kita jadi bisa kaya mengevaluasi diri kita dengan melihatorang lain mengajar walaupun itu di group atau pair teaching

Waktu group atau pair teaching rasanya gimana? apakah ”wah aku bisa i ni, aku bisaini” atau ada masukan apa dari teman?

Duh aku udah lupa e..ehm maksudnya…iya si udah lupa..apa tadi pertanyaannya?

Mungkin ada yang inget aku waktu itu bisa..aku bagus kaya gini atau anda merasa akubagus ini. Ada masukan-masukan apa dari teman waktu microteaching?

Untuk masukan terus terang aja lupa. Kalau untuk bisa apa bisa apa itu, itu juga lupa.

Oke deh. Nek kalau saya liat disini di weekly reflectionnya anda bilang teacher ituentertainer. Nah entertainer tu kaya gimana maksudnya?

Entertainer ya maksudnya, entertainer itu kan biasanya bisa menarik perhatian dan merekabisa menyampaikan pesan dengan cara yang menyenangkan dan menghibur juga. Nahteacher menurut saya juga begitu.

Kemudian kalau kaya gitu kira -kira skill apa yang dibutuhkan seorang teacher untukmenarik perhatian, untuk menyampaikan dengan menyenangkan, kira -kira skill-skillapa?kan anda di kasih juga kan skill-skillnya gitu..kira-kira apa?ya kaya ada suara,kontak mata, atau gestures?

Suara, kontak mata, gestures juga sama teacher tu menurutku harus ini harus tau kabar -kabarterbaru muridnya, kalau misalnya murid -muridnya masih seusia remaja ya taulah tentangberita-berita remaja.

Jadi itu juga merupakan skill yang harus dipunyai seorang entertainer dan teacher ya.Kalau disini saya melihat beberapa pengalaman -pengalaman. Kayanya anda melihatteacher sebagai entertainer. Terus anda juga pernah mengalami apa ya mungkin kayakeseriusan dalam mengajar itu, anda dianggap ga serius dalam mengajar waktuminggu awal, apa betul?

Betul. Iya itu maksudnya gini. Itu kan ngajar teman -teman kita kalau biasanya kita ketawa -ketawa sama teman kita untuk tiba -tiba jadi serius dan dipaksakan untuk mengajar itu kansusah. Ya jadinya bisa ketawa-ketawa

Jadi anda agak susah kalau mendap atkan soul sebagai seorang teacher di awal-awal.

Betul


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Terus ada juga mungkin di group teaching ini ada anda disebut terlalu kalem, andaterlalu…apa…di opening terlalu pendek, ada yang bilang suaranya terlalu lembut, inicomment-comment dari teman. Kalau dari anda sendiri ada ga?

Dari aku sendiri ya itu tadi aku masih susah menempatkan diri antara teman sama teacher

Oiya terus di tanggal 24 Februari, ini tanggal menulis refleksi anda kaya men -summarize classroom management gitu ya, waktu itu topiknya tentan g classroommanagement, anda men-summarize banyak skill. Apa anda sekedar me-summarize ataumembacanya dan memahaminya utuk kemudian dipraktekkan atau hanya membaca?

Kalau saya sih ya selektif ya me -summarize juga tapi selektif, jadi kalau yang ga bisadipraktekkin ya sudah Cuma di -summarize doang, yang kira-kira bisa dipraktekkin ya di liat -liat dikit lah.

Dari situ kira-kira apa yang bisa dipraktekkan?

Questioning skill terus apalagi ya itu, eye-contact, giving instruction, pause ,

Oke itu tentang refleksi-refleksi. Itu anda nulisnya beberap a hari setelah kelas ataukapan?

Duh lupa. Kalau awal-awal harusnya masih beberapa hari setelah kelas

Yang ditulis di refleksi itu pengalaman anda atau hanya sekedar menja wabpertanyaan?

Kalau yang pertama-pertama si pengalaman sama pertanyaan, tapi beberapa waktu kemudianminggu kelima atau keenam apa, tengah -tengah tuh aku udah mulai menjawab pertanyaankarena nggak ada yang bisa direfleksiin.

Anda awal-awal bilang menjawab pertanyaan ya, bagaimana keseriusan anda dalammenjawab pertanyaan-pertanyaan tersebut?

Aku si menjawab aja.

Biasa aja ya?

Biasa aja

Tetapi tidak menganggap sebagai suatu hal yang serius?atau santai?

Hhm. Dua-duanya, kalau yang habis mengajar aku pernah mendapat feedback satu itu isinyapertanyaan juga, kalau yang itu lumayan serius, tapi kalau yang tiap minggu itu pertama -tamaserius lama-lama ga serius lagi.

Itu kan nulisnya di blog tuh. Anda menjadi terbukakah atau leluasakah dalam menulisatau menjawab pertanyaan-pertanyaan itu karena di blog kan siapa saja bisa bacaapakah dengan itu membuat anda leluasa atau ga dalam menulis?

Hhm menurutku biasa aja si karena untuk di microteaching ga ada hal-hal yang pribadibanget, kan itu mata kuliah juga.


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Ni minggu-minggu awal juga, waktu minggu-minggu awal sebelum ngajar. Di minggu -minggu itu mungkin anda sudah nulis berapa kali, terus apakah anda pernah ngecekatau membaca ulang blog anda?

Pernah

Kalau pernah apa yang dilakukan?

Baca aja

Baca aja?

Baca aja sambil nulis yang baru

Jadi baca sambil nulis yang baru.

Baca isinya?hanya membaca melihat comment atau membaca isinya?terus andamungkin merasa Ooo ini pengalamanku gini -gini atau gimana?

Buat aku si cuma baca aja, ga ada apa-apa, kalau comment kan cuma pernah dapet sekali yaudah ga ada yang bisa dibaca.

Yang anda baca yang anda lihat itu apa? Apa anda membaca detail atau cuma liatsekilas?

Ehm..liat sekilas.

Sekilas?

Sekilas.

Nah ini ni weekly reflection, anda waktu minggu-minggu awal sebelum ngajar yangpertama anda kan pasti menyiapkan diri anda biar penampilannya bagus kan ya?Apakah weekly reflection punya peranan penting..pengaruh penting buat anda dalammenyiapkan diri anda sebagai performer?

Ada ga ya. Aku malah untuk menyiapkan diri belajar segala macem itu aku coba belajar daripengalamanku pair teaching ma group teaching . kalau untuku weekly reflectionnya aku pikerga terlalu ngefek si.

Jadi cuma liat dari pengalaman pair sama group teaching. jadi lebih kaya nginget -nginget lagi ya?

Iya

Jadi tidak ada kaitannya dengan weekly reflection?

Weekly reflection kurang membantu

Pendapat anda tentang class teaching yang pertama apa?apa yang berjalan baik danapa yang nggak berjalan baik?bisa lebih ke detail ya misalnya aku introduction akubagus begini-begini. Yang pertama.

Yang pertama aku kurang menyiapkan, kalau yang berjalan baik apa ya, berjalan baikkayanya…ehm..mungkin media, pakai media, medianya papan tulis. Waktu itu aku n gajarrecount, yang berjalan baik waktu itu ini anak -anak antusias lah, antusias untuk membacakan


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recountnya walaupun sebenarnya aku pertama -tama agak bingung mereka mau ga ya kan akuambilnya horrible story, soalnya aku mikir kalau ambil funny story atau sad story itu udahbiasa banget.

Yang ga berjalan baik?

Yang ga berjalan baik cuma media?

Media lumayan sih. Yang ga berjalan baik ya itu aku ga bisa menempatkan diri antara temanatau teacher jadinya aku kalau di kelas masih ketawa -ketawa gitu.

Terimakasih mbak Sheila

Sama-sama.


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