30 native speaker and Japanese girl. I think that recording is the right choice
among all, but my friends think that the recording was not clear enough.” Therefore, theory of Burden and Bird 1994 argued that reflection is
useful to evaluate the lesson taught on that day and might helpful next time to teach that lesson was written on the respondent reflection is confirmed in Micro
Teaching students’ reflection. After analyzing all of the respondents’ reflection, the researcher found that there were 70 of the respondents who evaluated the
lesson they taught in the teaching simulation.
3. Planning Goals to be Reached in the Next Teaching Practice
A few respondents wrote the function of reflections which is helping the microteaching students to set their goals in teaching as defined by Burden Bird
1994, for example the tenth respondents set a plan that in the next teaching practice she has to be able to control her emotion, concentration and she should
have well preparation. Thus, she hoped that in the next teaching practice, she could deliver the material completely Tenth Respondent, Personal Blog, May 10,
2011. Based on the analysis data above, according to the Burden and Bird theory that reflection is used to set and plan goals to reach in the next teaching practice
was written by the small amount of the respondents. In responding to the respondent reflection content there were 10 of the respondents who set their
goals for the next teaching practice.
31
4. Evaluation on Weaknesses and Strengths that Micro Teaching Students
Did in the Teaching Practices
The fourth content of reflection became the primary content of the respondent reflection since this criterion was the main thing that the lecturer asked
to the microteaching student to realize after having teaching practice and wrote down on the reflection. Although there were many criteria stated by several
education experts, the fourth criterion became the most criteria evaluated by the respondent.
For instance, the second respondent realized that her first weakness was happened when she missed some instructions. The second respondent said:
“I did not prepare my second teaching well and I do not know why I was not satisfied with my teaching. I felt that I did not organize my teaching
well and I missed some instruction. Moreover, I considered that I was less of speaking fluency and bad grammar accuracy became the next
weaknesses. About my fluency, I realize that that is my main problem.”
While the third respondent felt the same with the first respondent. She categorized nervousness as the primary weakness. The third respondent assumed that
nervousness could break her preparation. The third respondent said: “I was nervous when I was teaching my own friends in my first test. That
nervousness made all my preparation did not work well. The next weaknesses I made were making too much body movement, producing bad
grammar accuracy and managing time badly. I also wasted time in conducting the set induction skill so that she has limited time for closing
activity. However, I had strength in practicing teaching which shown by having ability to calm down emotion during teaching process.”
In responding to the fourth content written by the respondents, the
researcher stated that the she agreed with the theory of Burden and Bird 1994 which argued that reflection becomes the media for student teacher to assess their
32 own strengths and weaknesses during their teaching practices. Based on the
respondent reflection, it could be stated that the all respondents evaluated their strengths and weaknesses from their teaching practices.
5. Defining Improvement in Practicing Teaching
