and jokes, to a web page Dudeney and Hockly, 2007: 87. Since reflections often contain one’s thinking of his experiences, weblogs, in microteaching class, can be
suitable media for the students to write their personal reflection, let their thoughts or comments out, and sha re their personal teaching experiences during the
microteaching class. Teachers can utilize weblogs as a means of assessing their learners by encouraging each of them to set up and keep using their own
individual blogs. In this study, weekly e -reflections are students’ consideration of the
teaching practice they have done and they have experienced in microteaching class reflection-on-action weekly and the reflections are written in a blog or a
weblog.
2. Class Teaching Performance
In this study, class teaching performance is a student’s teaching performance in class teaching practice in microteaching class of English
Language and Education Study Program of Sanata Dharma University. The performance covers general teaching competence and three basic teach ing skills.
They are the skills of setting induction and closure, delivering and varying stimulus, and questioning and reinforcing Puji et al., 2008.
3. 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 be isolated
and practiced individually. In the microteaching class in the English Language Education Study Program of Sanata Dharma University, the skills practiced are
the general teaching competences and three basic teaching skills setting induction and closure, delivering and varying stimulus, and questioning and reinforcing
Puji, et al., 2008. However, microteaching class in ELESP also gives the opportunity for the students to practice the whole skills in a practice named class
teaching practice.
9
CHAPTER II REVIEW OF LITERATURE
This study aims to find out 1 the reflected teaching aspects general teaching competence and three basic teaching skills set induction and closure
skill, delivery and stimulus variation skill, and questioning and giving reinforcement skill
that students reflect and obtain as feedbacks every week, and 2 the roles of weekly e-reflection in students’ class teaching performance.
Therefore, there are four sections discussed in this chapter in order to help the writer to answer two research questions previously stated. They are reflection and
self assessment in teacher education programs, weblogs as med ia for weekly reflection, weekly reflection and student’s motivation, and microteaching.
A. Theoretical Description 1. Reflection and Self-Assessment in Teacher Education Programs
The use of reflection in educational field has been known widely. For many researchers, reflection al so becomes one of the interesting issues to discuss.
Therefore, they also have many descriptions of what reflection is. Boud 2001: 2 describes reflection as a process of looking at experiences and learning new things
from them. Boud et al. 1985, as cited in Boud 2001: 2, also add that reflection does not only deal with intellectual activities thinking and reasoning of
