In order to produce a good reflection, Welch 1999 presents three components of reflection which is called ABCs reflection.
a. Affect These components explore individual feelings andor emotions related to
the topic. Students can elaborate their feelings about how far they can enjoy what they are doing, what they are feeling, and why they are having such kind of
feeling. b. Behavior
This component explores students’ action in three dimension: past,
present, and future. The students can report what they have done previously before they know the subject matter. Then, they can say about what they are doing
now. Last, they can elaborate about what they might be doing in the future. These activities will help students to realize the mistakes in the past and correct them in
the future. c. Cognition or Content
Students can explain about all of the information, concept, skill, or terms that they have learned from the subject matter. It is probably the easiest part
compared to the other two parts. The reflective questions should be related to the goal of the subject itself.
B. THEORETICAL FRAMEWORK
In order to analyze the problems, the researcher considers some important things from all the theories stated before. The theories are formulated into two
parts, as explained below, in order to help the researcher answers the research questions.
The researcher wanted to understand how the proficient lecturer conducted teaching dynamics in the classroom. The researcher expects that the experienced
teacher designs class curriculum using the backward design principle. As a result, the researcher needs to consider three aspects: 1 learning goals, 2 class
assessments, and 3 materials and strategies. Then, the experienced teacher is expected to conduct the learning process by using cognitive apprenticeship
approach. Therefore, there are some aspects need to be considered further according to Collins, et al.,:
a. Contents of the learning process which are divided into four parts: domain knowledge, heuristic strategies, control strategies, and learning strategies.
b. Methods of the experienced teacher in delivering contents which are divided into six parts: modeling, coaching, scaffolding, articulation, reflection, and
exploration. c. The sequence of how the learning process conducted in three parts: global
before local, increasing complexity, and increasing diversity. d. The sociology of how the learning process conducted which have four
categories: situated learning, community of practice, intrinsic motivation, and exploiting cooperation.
