28 as mentioned in good criteria of reflection. The result in analyzing the respondent
was described in the chart and elaborated it in the following statement.
The Contents of Micro Teaching Students’ Reflection
Figure 1. The Content of Micro Teaching Students’ Reflection The contents of the reflection were as follows.
1. Evaluation on Method Used to Present Teaching Materials
Reflection is important to reflect the method or strategy in delivering teaching. In responding to this statement, some respondents write about the
method they used in teaching practice, for example the second respondent assumed that showing picture chosen to draw students’ attention for set induction
skill was done successfully. She stated, “In the beginning of the class, I could draw the students’ attention by showing them some pictures”. Next, the fifth
respondent evaluated about method used in teaching that teacher should chose appropriate method according to the students’ character. He said, “I did not
20 40
60 80
100 120
reflecting method
in presenting
teaching material
evaluating the
lesson taught
setting plans
and goals to
the next
teaching evaluating
the weaknessses
and strenghts
defining improvement
planning to
act from what
they learnt
29 prepare games because I consider that my material was appropriate enough for X
grade of Senior High School students” Analyzing from the respondent reflection, the theory of Burden and Bird
1994 which stated that reflection become the tool to reflect on the method teachers currently use to present a subject and on ways that heshe could improve
hisher teaching was proven. There were 70 of respondents who evaluated about the method they used in presenting teaching and they wrote down in the reflection.
2. Evaluation the Lesson Taught on Teaching Practice
Some of the respondents’ reflections consisted of evaluating the lesson taught, for instance the second respondent assumed that the material recorded
from her own voice was unclear. The result made the students looked bored and confused about the listening material. It made the teaching and learning activity
became boring. Moreover, the seventh respondent reflected about the lesson taught that the
material she thought on the second teaching was problematic. She found difficulty
to find the appropriate recording which was used native speaker voice. After trying hard, she could find one which was real conversation between native
speaker and Japanese girl. However, after applying the recording to the class, the respondent realized that the students could not grasp the idea of the recording. The
seventh respondent said: “I found a lot of recording but the one which is suitable with my topic was
too difficult and fast for SMP students. So I found the one which is not really difficult and not really fast. It was the real conversation between
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
