11 in particular incident. It is used to “deepen their understanding of what they are
looking at in terms of the practice incident itself”.
2. Micro teaching
Purnomo et al 2008 state that Micro teaching course is one of compulsory courses in a faculty of teacher training and education. The teacher
candidates have to learn teaching skills in the micro teaching class previously before taking Program Pengalaman Lapangan PPL. Micro Teaching students
learn about teaching skills and practice teaching in front of their friends in teaching simulation. After that, they recall and analyze their own and others’
teaching experiences to make an improvement in other teaching simulations. Allen and Ryan 1969 describe five essential propositions of micro
teaching. Those are as follows. a.
Micro teaching is a real teaching practice. Although the teaching situation is a constructed one in the form of teaching practice, the qualified teaching occurs.
b. Micro teaching reduces the complexities of normal classroom teaching. Those
include class size, scope of content, and time. c.
Micro teaching focuses on training for the accomplishment of specific task. These tasks may involve the practice of instructional skills, the practice of
teaching techniques, the mastery of certain curriculum material, and the demonstration of teaching methods.
12 d.
Micro teaching allows the increased control of practice. The rituals of time, student method of feedback and supervision can be manipulated to build a
high degree of control into the training program. e.
Micro teaching expands the normal knowledge-of-result or feedback dimension in teaching. The trainer gained the critics after herhis performance.
3. Teaching Skills
Based on Allen and Ryan 1969, there are 14 general teaching skills that should be applied in teaching process. Those skills are stimulus variation, set
induction, set closure skill, silence and nonverbal cues skill, reinforcement of student participation skill, fluency in asking question, probing question, higher-
order question skill, divergent question skill, recognizing attending behavior skill, illustrating and use of example, lecturing, planned repetition, and completeness of
communication Meanwhile, Purnomo et al. 2008 define the teaching skill for training
teachers into two: general skills and specific skills. The general skills of the teacher are ability to master the material, appearance and confidence, ability to
manage the class, ability to use language in correct grammar and pronunciation and the speaking fluency.
Moreover, the specific skills are set induction skill, stimulus variation skill, and reinforcement of students’ participation skill, questioning skill, and set
closure skill. Set induction skill based on Allen and Ryan 1969, p.18 is described as a set of pre-instructional orientation that helps the teachers prepare
13 their students for the lesson in order to induce the maximum pay-off in learning.
The purpose of this skill is to clarify the goals of instruction by using student’s present knowledge and skills to involve them in the lesson. Next, Allen and Ryan
1969, p.15 identified that stimulus variation skill is dialed with teacher’s movement, gestures, focusing, interactional styles, and shifting sensory channels
which purpose is to help teacher to become a more varied stimulus in the classroom. Moreover, they identified reinforcement skill as a skill to give
encouragement to the students to involve actively in the teaching and learning activity. For set closer skill, Allen and Ryan 1969, p.19 explaine that set closer
is achieved when the major purposes and principles of the lesson or a portion of it is judge to have been learned, so that new knowledge can be related to past
knowledge.
4. Reflective Teaching
When embracing the concept of reflective teaching, frequently there is a commitment among the teachers to internalize the disposition and skills to study
their teaching and to become better at teaching over time, a commitment to take responsibility for their own professional development.
Zeichner’s and Liston’s theory 1996 as quoted by Ghaye and Ghaye 1998 state that the assumption of responsibility is a “central feature of the idea
of the reflective teacher. Teacher self assessment is the process of self examination for the purpose of instructional self- improvement” p: 57.
14 Ghaye and Ghaye 1998 state that reflective practice is filled and
energized by experience that teacher has to reflect on their experience and the things that it comprises. A Learning through experience interest: reflection on
past actions. An active exploration on teachers ‘own and others’ experiences. This requires practitioner to value their own experiences and have an openness that
enables them to learn from the experiences of others Kolb, 1984 There are many lists of attributes of reflective practitioner. Zeichner and
Liston 1996, p.6 as quoted by Ghaye and Ghaye 1998 argue that a reflective teacher will do several actions. Those actions are as follows.
a. examining and attempting to solve the dilemma of classroom practice,
b. be aware of and questions the assumptions and values he she brings to teach,
c. be attentive to the institutional and cultural contexts in which he or she
teaches, d.
taking part in curriculum development and being involved in school change efforts,
e. taking responsibility for his or her own professional development.
As reflective practitioners, teachers need to be willing to analyze their own traits and behaviors in relation to the events that take place in the classroom
Zeicher Tabachnick, 1981 as cited by Burden Bird, 1994. Thus, teachers need to observe and attempt to make sense of situations by checking their insight
against prior experience. Reflective practitioner uses journal writing to take a note about their
teaching and stimulate reflection. Journal writing is a way for teachers to practice
15 critical analysis and reasoning. It also enables teacher of education faculty to
challenge and support each student’s reflective thinking. Journal writing keeps a daily journal in which teachers record their experience and raise question about
teaching. Journals enable prospective teachers to systematically reflect on their
development as a teacher and on their action in the classroom.
B. Theoretical Framework
This study needs four theory concepts. Those are the theories of reflection in teaching and its function, Micro Teaching students and its course, the theory of
