Propose Plan to Conduct Reflection in Class

45 However, some of the students stated that reflection gave them benefits in some conditions. A student stated that reflection would be beneficial if they got feedback from the lecturer. Lecturer needed to give some comments or suggestion on the students’ reflection in order to make the students sure that their reflection was not useless. A student also stated that reflection would be useful if the reflection was not only written by the students but also shared to the other friends. Writing and submitting reflection would be useless without any feedback from the lecturer or friends. Sharing after making reflection would be a better solution in implementing reflection in the class. Moreover, a students stated that conducting reflection too often would not give any benefits for students instead of making the students bored and do not know what to reflect on. Deciding appropriate time to make reflection played a crucial role here. Apart from the students’ positive perception on the implementation of reflection, the students perceived that reflection should not be applied in every subject. They stated that the students would be bored and full of burden to do reflection in every subject. Thus, reflection was not suitable for all subjects. Conducting reflection was suitable for any subjects which demand the students to learn from their past learning experience. Microteaching subject or any subjects which focused on practice became suitable subject to apply reflection.

4.2.5 Propose Plan to Conduct Reflection in Class

Determining students’ suggestions in the research result and the conditions to make reflection beneficial mentioned in the section before, there were some 46 suggestions to improve the implementation of reflection. First, reflection should be conducted not too often. Lecturer could conduct a type of reflection writtenoral only in the beginning, middle and end of the semester in order to avoid the students boredom. If the lecturer conducts a type of reflection too often, the students will be bored. Thus, asking the students to make a type of reflection only in the beginning, middle, and end of the semester will be beneficial. If the lecturer want to conduct weekly reflection, it will be better to apply different types of reflection to avoid the students’ boredom or use interesting form of reflection instead of writing and submitting reflection only. The lecturer could combine some types of reflection written or oral-in group during the semester. As an instance, lecturer could ask the students to make written reflection at home and in the following weeks the lecturer could ask the students to reflect their learning in group or vice versa. Another alternative to conduct weekly reflection which was able to avoid students’ boredom was the lecturer could ask the students to make reflection in a form of diary or publish their reflection in blog. The use of diary or blog became interesting way to encourage the students to make reflection. Thus, although the reflection was conducted weekly, the students would not be bored by applying those plans. Second, lecturer needed to give clear instruction to make reflection. Before the lecturer asked the students to reflect on their learning, the lecturer needed to give reflection guideline. The guideline told the students what to reflect on and how they make the reflection. This clear instruction would make the implementation of reflection systematic and useful. 47 Third, lecturer needed to give feedback to students’ reflection. Writing and submitting reflection would be useless without any feedback given by the lecturer. As a consequence, lecturer had to give feedback to students’ reflection. The lecturer’s feedback would be able to make the students sure that their reflection was not useless. The feedback also served as media for the lecturer to give solution, advice or encouragement to make the students’ learning better. Those plans were proposed to improve the implementation of reflection in class. The plans covered students’ suggestions presented in the research result and covered the conditions to make reflection beneficial as well. 48

CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter discusses the conclusions of the research. It draws conclusions from the analysis of the research results which answers the research problem. This chapter reveals suggestions related to the research for students, lecturers, and future researchers as well.

5.1 Conclusions

This research investigates students’ perception toward the contribution of personal reflection to students’ learning awareness. Based on the discussion in Chapter IV, conclusions of the research are drawn that most of the students tend to have positive perception toward reflection contributing to their learning awareness. The students agree that reflection helps them to obtain four avenues to awareness described by Gebhard and Oprandy 1999. By making reflection students are able to find solution for the learning problems they face and improve what they have done well in the learning, see what has happened in the learning, see what the learning is, and clarify their learning feeling. Furthermore, most of the students agree that they make reflection because it influences their learning by giving some benefits not only because reflection is assignment or something compulsory. They perceive that reflection is able to make them see their learning and take action to make the learning better.