The results of the study indicate that most students are in the level in which they are motivated to fulfill their intellectual achievement Need for Self-
Actualization: Maslow’s Hierarchy of Needs, 1973 though this level in fact can
never be completely filled. They did the weekly reflection to review what they have learnt and make improvements from their failure in the learning they had
attended every week. They wanted to have better teaching performance as their goal.
However, the new implementation of weekly reflection in microteaching class using weblog as the media also could affect students’ motivation in doing
weekly reflection. The result of previous study indeed shows that most students like if it is done in the written form. Despite the similar form applied to
implement weekly reflection which is written form, one weblog’s feature, which provides larger dialogue opportunity so that it enables students to obtain
feedbacks, may increase their motivation in doing it.
4. Microteaching
Puji et al. 2008, view microteaching as a subject in which teacher candidates firstly manage a teaching -learning process structurally. In addition,
Richards 1998: 20 defines microteaching as “a training -based view of teaching” in which teaching can be broken down into individual skills that can b e isolated
and practiced individually. Microteaching class, in the English Language Education Study Program of
Sanata Dharma University, also gives the opportunity for the students to practice
the whole skills in a practice with time limitation 30 minutes named class teaching practice. In the microteaching class, in ELESP, the skills practiced are
divided into two. They are general teaching competences and three basic teaching skills. General teaching competences cover material mastery, teaching apperance ,
classroom management, and language usage. Besides general teaching competences, Puji et al. 2008 also put three
basic teaching skills as the practiced components in the classroom. The first is setting induction and closure. Since the purpose of setti ng induction is to create a
stimulating learning atmosphere for the learners, several skills, such as being enthusiastic, motivating, giving the structure of the lesson and making a
perception are needed by the teacher candidates. They also needed skills w hich are needed to check learning objectives, which have been set up, to learners’
achievement in the class. These setting closure skills cover reviewing and giving students’ time to reflect their learning.
The second basic teaching skill is delive ring and varying stimulus. Puji et al. 2008 views this skill is mainly required by teacher candidates to help learners
comprehend the materials being taught during the learning process. The numbers of teaching components in this skill are quite large. Some of t he components are
language, learning media, focusing, eye contact, voice, gesture, facial expression, pause and etc.
The last category of basic teaching skill is qu estioning and reinforcing Puji et al., 2008. Several practiced teaching components which belong to this
category are giving clear, simple, and qualified questions, responding to students’
answers, diverting students’ answers, and giving verbal and non -verbal
reinforcement.
B. Theoretical Framework
