Self-reflection Directions Design Model

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CHAPTER II REVIEW OF RELATED LITERATURE

This chapter aims to discover the logical truths for designing the reflection model. It consists of two sections: theoretical review, and theoretical framework. The first section discusses the design model, reflections, teaching context, teaching methodology, and conducting a lesson. Meanwhile, the second section elaborates the framework synthesized from the discussed theories.

A. THEORETICAL REVIEW

In the theoretical review, the related and relevant theoretical descriptions are provided in order to clarify concepts and their relations. The theoretical review includes the design model, theory of reflections, teaching context, teaching methodology, conducting a lesson, and related studies.

1. Self-reflection Directions Design Model

As mentioned earlier in chapter I, the purpose of this study is to design a self-reflection model for English language teachers as a part of an program design. The strategic planning applied to design the model is adapted from the Larrivee and Cooper‘s self-reflection directions that involve several aspects that a reflective teacher has to entail 2006. Larrivee and Cooper‘s self-reflection directions contain several stages and categorizations that cover many different dimensions that a teacher should critically think about. The self —reflection guidelines provided by the directions comprise systematic stages that will lead a 15 teacher to manage an in-depth reflection. Thus, the directions will be used as the most appropriate strategic planning to design the self-reflection model for the English language teachers since the conceptual framework is theoretically in line with the aim of producing the model. However, in order to make the model of the English language teacher reflection tool become more relevant, well-structured, organized, clear, specific, and complete, there are several modifications that more specifically elaborate the contents of the reflection. Larrivee and Cooper‘s 2006 model of reflection directions is not specifically intended for English language teachers, it tends to be directed to teachers in general. Therefore, beside assigning the conceptual framework of Larrivee and Cooper‘s 2006 reflection directions model, the principles of English language reflective teaching are also included to be adjusted appropriately in the model. The self-reflection directions model will be used as the ground of how theories described in this chapter are developed in order to be interrelated that it constitutes a theoretical framework of understanding. The description of the stages and the categorizations of the reflection directions proposed by Larrivee and Cooper 2006 is described in the following figure. 16 Figure 2.1: Self-Reflection Directions Larrivee and Cooper, 2006

2. Reflections