The Students’ Experiences Writing Reflection

60 wanted. The lecturer used it as the evaluation media to monitor the progress and improvement the students.

2. The Students’ Experiences in Using Reflection to Facilitate Learner

Autonomy The researcher displayed the result of data which discusses the students‟ experiences in using reflection to facilitate learner autonomy in the Micro Teaching class E. Table 4.6 The Students’ Experiences in Using Reflection No. Statement SD D U A SA 26 In my opinion, reflection can facilitate me to display my autonomy in the Micro Teaching class. - 12.5 - 50 37.5 27 Reflection can be an introspection way for me as a student and also a teacher candidate. - - 12.5 18.75 68.75 28 Through the use of reflection, I can see my own progress in the Micro Teaching class. - 18.75 6.25 50 25 29 Through the use of reflection, I improve my reasoning skill, my creative idea, my problem solving, and my awareness in the Micro Teaching class. - 12.5 12.5 50 25 Total - 10.94 7.81 42.19 39.06 The data showed that the results were positive from the total percentage of the statements about the students‟ experiences in implementing reflection to facilitate learner autonomy in the Micro Teaching class. It was shown by 39.06 of the respondents chose “strongly agree” statement and 42.19 of the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 61 respondents chose “agree” statement. 7.81 of the respondents chose “uncertain” statement and 10.94 of the respondents chose “disagree” statement. It was clear that the total percentage of the positive statements was higher than the negative statements which indicated that writing reflection could facilitate students‟ autonomy in the Micro Teaching class E. Statement number 26 stated the students‟ opinion of reflection which could facilitate the students to display their autonomy. From the data, 31.25 of the respondents chose “strongly agree” statement and 37.5 of the respondents chose “agree” statement. The statement was confirmed by the student in the interview. Student III : Aku tulis apa aja kesalahanku, masalahku dan penyelesaiannya sehingga aku bisa pakai itu sebagai pengingat- ingat pas aku lupa sama bikin aku biar aku nggak melakukan kesalahan yang sama lagi. Aku harus mampu mengevaluasi diriku sendiri untuk apa yang sudah aku lakukan dan apa yang harus aku tingkatkan dan kembangin juga. Translation : I wrote down my mistakes, my problems and the problem solving so I could make it as a reminder when I forgot and also to avoid me doing the same mistakes. I could judge my own result. I had to be able to evaluate what I had done and what I should improve and develop. Own Translation The student wrote what they had experienced during the learning processes. According to Boud et al. 1985, reflection is a process of finding experiences and learning new things. The students had an opportunity to write as much as possible. Boud et al. 1985 explains that reflection does not only deal with intellectual activities, but also affects activities in which individuals engage PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 62 to explore their experiences in order to lead the new understanding and better attitude. Reflection also can be related to the mental activity. Statement number 27 stated that the reflection could be an introspection medium for the students as the students and also teacher candidates. 68.75 of the respondents chose “strongly agree” and 18.75 of the respondents chose “agree” statement. The information was supported by the student in the interview. Student II : Aku bisa lihat laporan perjalananku dari awal semester sampai sekarang. Apa aja yang aku dapetin, apa aja yang aku tingkatkan atau aku singkirkan. Aku dapat mengontrol diriku sendiri, mengatur waktuku dan menyiapkan dengan baik. Refleksi bikin aku tau apa kebutuhanku. Translation : I could see the reports from the beginning of the semester up to now. What I had got, what I should improve and throw away. I could control myself, manage my time and be well- prepared. The reflection could facilitate me to see my needs. Own Translation Making reflection has several benefits for the students and also the lecturer. The lecturer could make the students‟ reflection as a tool to reflect on the teaching methods, as an evaluation media to decide the appropriate methods for the students Burden Byrd, 1994. Benson 2011 adds that reflection is indispensable to enhance learner autonomy. Reflection can facilitate the cognitive and behavioral processes by which individual takes control of the stream of experiences they are subject to. In this point, the students had to understand themselves first by writing the reflection. They were able to see their weaknesses, their strengths, their progress and their appropriate ways to handle themselves. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 63 Statement number 28 stated that the students could see their own progress in the Micro Teaching class through the use of reflection. 25 of the respondents chose “strongly agree” statement and 50 of the respondents chose “agree” statement which indicated that the student could use the reflection as a medium to see their progress, improvement and development in their learning processes in the Micro Teaching course. The result of the interview supported the progress of the student through the use of reflection. In the interview, the student said that: Student I : Refleksi bisa sebagai laporan dalam proess belajarku buat melihat progressku, mencatat hal-hal penting dan memantau perbaikanku. Ya bisa buat mengevaluasi. Translation : Reflection could be a written report in my learning process to see my progress, note the important things, and monitor my improvements. I could evaluate myself. Own Translation Statement number 29 stated that the students improved their reasoning skills, their creative idea, their problem solving and their awareness in the Micro Teaching class through the use of reflection. 25 of the respondents chose “strongly agree” statement and 50 of the respondents chose “agree” statement. It was also supported by the student‟s statement. The student said that: Student II : Aku mencoba melihat kekurangan dan kelebihanku dan aku menulis itu dalam refleksi pertamaku. Habis itu aku simpulkan apa tujuanku di mata kuliah ini, contohnya kayak aku ingin dapat nilai yang bagus, bisa mengajar dan menjadi guru yang baik. Aku mendaftar kebutuhanaku apa aja buat belajar di kelas ini, jadwalku dan kira-kira apa yang aku seharusnya lakukan buat mencapai tujuanku di refleksiku. Di refleksiku, aku juga menuliskan kesalahanku, masalahku dan rencana-rencanaku, nasihat, saran, masukan dari teman-teman dan dosenku tentang simulasi mengajarku. Menurutku, menulis refleksi dapat membantuku untuk memantau kemajuanku dan prosesku di mata kuliah ini. Ini juga membantuku buat mikir lagi tentang apa yang 64 udah aku alami aku dan aku lakukan dan juga untuk mencari solusi dari masalah dan rintangan yang aku hadapi. Ketika aku membaca refleksiku lagi, ini dapat mengingatkanku untuk tidak melakukan kesalahan yang sama lagi. Translation : I saw weaknesses and strengths and I wrote it down in my first reflection. I tried to conclude my goals in this course, such as getting a good score, being able to teach and be a good teacher. I listed my needs, my schedules and what I should do to achieve my goals in my reflections. In my reflection, I also noted my mistakes, my problems, my plans, feedback, advice and suggestion from my friends and my lecturer for my teaching simulations. In my opinion, writing reflection could help me to see my own progress and improvement in this course. It helped me to rethink about what I had done and experienced and also to find out the problem solving of my obstacles and my problems. It also could be a medium to evaluate what I had done and experienced. When I reread my reflections, it reminded me to avoid doing the same mistakes. Own Translation From the transcription of the interview, it indicated that the student used reflection as a medium to facilitate their autonomy. The students wrote down the feedback from their friends and their lecturer and made it as a reflection which could be evaluation medium to see what they had done and experienced. The reflection played the role as a reminder for the student to avoid making the same mistakes because they had already written what they had experienced. Reflection raised students‟ awareness and responsibility in learning processes. It triggered them to be active, independent and responsible in their learning processes. From the observation, it was confirm ed that “students could accept and be open minded in getting the suggestions, recommendation and feedback from the lecturer and their friends as the observers when they had teaching simulation.” Watson 2006 says that real learning can be built on students‟ own existing cognitive structures and must relate to their needs and interest. It was an PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI