32 own strengths and weaknesses during their teaching practices. Based on the
respondent reflection, it could be stated that the all respondents evaluated their strengths and weaknesses from their teaching practices.
5. Defining Improvement in Practicing Teaching
Furthermore, the respondent also tended to write the next importance of reflection which is reflection functioning as a tool to define student teacher
improvement in practicing teaching, for instance the fourth respondent assumed that he has done several improvements in his teaching. The fourth respondent said:
“I also think that there were some good improvements in my teaching, if it is compared to my first teaching practiced. I felt much more confident and
enthusiastic during the teaching and I am glad that my students were also very excited with the game.”
Furthermore, the ninth respondent also evaluated the improvement that should be reached on the next teaching. She said, “I need to improve my grammar
while speaking. I need to prepare it better. I need to be more creative and innovative”
In responding to the fifth content, the researcher agreed to the Burden and Bird’s statement 1994 that reflections become the tool for student teacher to
identify their own improvement and development in the teaching skills and practices. Based on the reflection analysis, there were 50 of respondent
reflection that consisted of their evaluation about the improvement and development of their teaching skills.
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6. Planning to Act from What They Learnt
Next, the small number of respondents wrote about the function of reflection that reflection was used to plan to act from what they learnt, for
instance, the fifth respondent’s reflections mentioned about the function of reflection which is to become a plan to do action from what they learnt. He said,
“First impression is important indeed, but it is not always created through ‘acting-made’ which actually shows our nervousness. So my point here is
how attractive we are as a teacher being a teacher in front of the students.” I realized that every teacher’s first impression is needed but it is not
always created through “acting made” which actually shows nervousness.” In responding to the reflection content, the researcher stated that 30 of
respondents applied Silcock’s theory 1994 that reflections become a plan to act from what they learnt. They agreed that reflection become a bridge for them to
gain knowledge and then analyze the knowledge becoming better action which could make them become better over the time.
It was assumed that all of respondents mostly write reflection for evaluating weaknesses and strengths during the teaching practice. After that, the
respondents wrote their method used in teaching and material designed for the teaching and learning activities. Next, wrote their improvement and reached
during the process of growing teaching skills. Moreover, the microteaching students also wrote their evaluation that reflection became a plan to do action from
what they learnt. In addition, the small number of microteaching students wrote their teaching goals in the reflection blog.
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B. The Significant Improvements Done by Micro Teaching Students
