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.
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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
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