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The moment I gave the instructions and thought that the students were understand is the moment I should be aware too if in case they were just
pretended to be understood. I should monitor them in doing the activity in order to make sure that the students were all understand what to do.
...Giving examples on how to pronounce sentences in the dialogue and
asked them to repeat is one of my successful ‘giving instruction’ thing to the students. I also have done better that last team teaching that I can get
the students’ attention before giving them instruction so it become more effective to make them understand. Beside that I use the written clue in
power point slide to make it clearer.
Teacher G, Reflective Teaching Journal 17 Journal excerpt above explains the techniques used by Teacher G to give
effective instruction. She realized that she should be more focus in aspect of giving instruction. In order to make her students really understand what they had to do,
she documented some techniques used in her teaching practice. Firstly, Teacher G should monitor students in doing the activity to measure their understanding
toward the instruction. Second, she also gave example on how to pronounce sentences in the dialogue and asked them to repeat it. Third, Teacher G tried to
attract students’ attention before giving the instruction. She also presented the
written clue in power point slides. She documented that her techniques above succeeded making her instruction easily to be understood by her students.
The reflection above is agreed by Debat 2002 that to give clear instructions, it is necessary to provide rich contextual clues, including gestures, objects, and
pictures. She also added, at the same time, pre-service English teachers should try to avoid code-
switching to the students’ fírst language in giving instruction.
2. Interpersonal Stage
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Different from procedural stage, at the interpersonal stage pre-service English teachers
will focus on matters involving their and their students’ reactions, feeling, roles and responsibilities, motivation, and classroom atmosphere Pennington
1995, p. 718. From those concerns, the most discussed concerns in reflective teaching journals were pre-service English teachers
’ feeling and their roles and responsibilities.
Feeling
The frequency of statement in the reflective teaching journals indicating feeling was 83.3 . This stage revealed what pre-service English teachers
’ feeling were during teaching practice. The feelings that mostly expressed by pre-service
English teachers were their happiness because of the successful teachings and their nervousness. The first example below refers to the happiness of pre-service
English teachers. My
feeling when I was teaching 7b in this fourth teaching was “happy”. Well, yes...finally I could make them actively participated in the class
activity and they were look so enthusiast in receiving the material given. Teacher B, Reflective Teaching Journal 4
Journal excerpt above explains the happiness of pre-service English teacher. Her positive feeling came from her success of making her students actively
participated in the activity that she had made. Also, she felt happy because the students seemed enthusiastic when she delivered the material to them. From this
reflection, it can be concluded that students who active and looks enthusiastic
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when pre-service English teacher is teaching will also influence hisher feeling during the process of teaching.
Continuing the previous concern, below is the ones which refers to nervous feeling.
I have done a very silly thing as I forgot to bring the video that would be played in the class. ... I was feeling so nervous and afraid even it was
influence my performance. Well, I became so messy when I was teaching but I was trying so hard to put all the things in order again.
Teacher A, Reflective Teaching Journal 2 Studying the excerpt above, the pre-service English teacher
’s feeling came from her mistake which was she forgot to bring the video used in class activity.
Since she forgot to prepare the video, she felt nervous and worried toward her teaching. She also felt that her teaching run dizorganizedly. Although she felt
nervous and messy in her teaching, she kept trying to make her teaching run well. It can be seen that her nervousness had influenced the way she taught.
Regarding the feeling of pre-service English teachers, according to Hayes 2003, feeling should not be overlooked because it will give an impact in the
success or failure of pre-service English teachers. Thus, it is good if they have concern about their feelings whether positive or negative ones in the practice times.
Thus, it will be their motivations to gain successful teaching in the future.
Roles and Responsibilities
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The frequency of statement in the reflective teaching journals indicating roles and responsibilities of pre-service English teachers was 79.1 . After examining
their reflective teaching journals, I found that there were several main concerns which portrayed the concern related to roles and responsibilities as a beginner
teacher. The concerns were classroom management and teaching preparation. The first example below refers to the pre-service English teachers
’ concerns on classroom management.
I realize that 7A were very active in class but today I felt that almost of students had extra energy so they were extremely active. Thus, it was quite
hard for me to handle and organize them. I needed extra energy and loud voice to explain and give instruction to them. … the students were very
busy to talk with their friend in the group and not pay attention to my instruction.
Teacher D, Reflective Teaching Journal 12 From reading the journal excerpt above, it is proved that classroom
management was one of pre- service English teachers’ concerns in teaching. It is
seen from the reflection above which portrays Teacher D’s effort in handling noisy
and busy students. Analyzing the excerpt above, I see that she recognized that her students were very
‘active’ in her class, so she could not handle and organize them well. She decided to make her voice louder to attract the students’ attention, but it
failed. Along with that according to Freiberg and Driscoll 2005 as cited in Goh and Matthews 2011, the class that is not well-managed will lead to students
disclipine problems. Hence, although she had talked and explained loudly, her students still talked each other.
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The second example below refers to the pre-service English teachers ’
concerns on teaching preparation. Actually, Cia and I have made mistake for not finish prepared the
material well. I understand that it should not be any excuse for us but the day before teaching was the day with many other assignments. So
automatically, we spilt our focus and have not done with things like cut the jumbled answer and cut the homework paper. In addition, we also
mistaken about the hour of when we should teach. In result, we was late to enter the classroom. I think these factors I mentioned before affected
on how we taught class 7C.
Teacher G, Reflective Teaching Journal 16 Analyzing the journal excerpt above, the Teacher G illustrated her concerns
on her teaching preparation because she and her peer did not prepare their peer- teaching perfectly. She claimed that the main reason for did not prepared well
because of the other important and crucial assignments from other courses. That reason was followed up with the other reason which then she and her partner
could not finished the items which should be used in the class activities. She also shared that she and her partner came late to the class.
The two reflections above are agreed by Goh and Matthews 2011, p.98 that new teachers need to know that they are recognized in their roles and
responsibilities, so that they can develop well.
3. Conceptual Stage
