22 questionnaires were the improvements that the respondents should do based on
their weekly reflections which were made during the first and the second teaching practice. The questionnaire was made based on field notes analyses. The
questionnaires helped the researcher to compare whether the respondents improved their teaching skill or not.
D. Data Analysis Technique
The first data were gained through observation and written in the obsevartion notes. The researcher wrote how the micro teaching students practiced
their teaching skills. Furthermore, the researcher classified the data into two that were the strength and the weaknesses of microteaching students and wrote it down
into table. Those data are used to check the reflection made by the microteaching students. The researcher gathered the reflections by downloading from Micro
Teaching students’ web blog. The data from the refection were used to answer the first problem
formulation that was the content of microteaching students’ reflection. The researcher found understanding from the reflection on how the microteaching
students recalled their experience from the teaching presentation to the reflection paper. The research analyzed on what the contents of micro teaching students’
reflection. The function of reflection which used for analysis was taken from several experts as stated previously in the chapter II. Those experts are Burden
and Bird 1994, Loucks-Horsley, Harding, Arbuckle, Murray, Dubea, Wiliams 1987, and Silcock 1994. The reflection could be categorized as a good
23 reflection where the micro teaching students used reflection as these functions of
reflection below. a.
Micro Teaching students used reflection as a tool to reflect method currently used to present the subject.
b. Micro Teaching students used reflection to evaluate the lesson taught.
c. Micro Teaching students used reflection to set teaching goals.
d. Micro Teaching students used reflection to evaluate their weaknesses and
strengths in the teaching practices. e.
Micro Teaching students used reflection to define their improvement in practicing teaching.
f. Micro Teaching students used reflection to plan to do action from what they
learnt. Besides those functions, the primary function of reflection as stated by one
of Micro teaching lecturers the microteaching students had to evaluate their weaknesses and strengths made during the teaching presentation. After that, the
microteaching students presented those evaluations in the weekly reflection. The researcher presented the contents of micro teaching students’ reflection in the
percentage. After that, the researcher made close questionnaire which consisted of the
improvements that would be conducted by every respondent in the second teaching practice based on the reflection they made and the analysis made by the
researcher. The result of the questionnaire sheets was used to answer the second problem formulation of this study which is the kinds of significant improvements
24 that the microteaching students did from the first teaching practice to the second
teaching practice. The researcher stated the result of the second teaching practice in percentage which consisted of the total significant improvements reached
divided by the significant improvements should be reached by each respondent. It could be broke down into
∑ Significant improvements reached X 100
∑ Significant improvements should be reached The researcher classified the significant improvements into 3 classifications. The
micro teaching students who improved more than 50 of improvements categorized as successfully practiced reflective teaching. The respondent who
improved less than 50 of improvements categorized as sufficiently practiced reflective teaching. The respondent who did not improve any significant
improvement categorized as fail in practicing reflective teaching.
E. Research Procedure
