between the first and the second class teaching. It eased her to develop her class teaching performance in the second opportunity.
Besides serving as a place to elaborate and evaluate he r friends and her teaching performance, weekly e -reflections served as a place for Fani to record a
progress she had made in microteaching class Fani, Personal Blog, February 12 and 19, 2009. In other words, in the elaboration of her rational thought, em otion,
and evaluation, she would also compare her recent performance with her previous performance and present her progress.
2. Santi
The writer found that weekly e -reflections also served as a place for Santi to honestly record and explore her experience s and her thought of teaching events
in microteaching class every week. Even in the reflection of the week when she had teaching practice pair, group, or class teaching practice, she elaborated and
evaluated several aspects of her teaching. Most of them were from the observers’ points of view, for example:
According to group’s feedback, my teaching was good; my teaching had two positive points. First, I was able to integrate some skills in the
teaching learning activity: reading major skill taught, pron unciation, and speaking. Second, I gave students chance to volunteer them self in class
activity like answering question and reading the conversation. It challenged student to do a participation in class activity. While, I still need
to improve my teaching in some cases, in order to be better and better. First, introducing the main topic discussed as the background knowledge
for them, so they will know the basic information of the topic discussed: narrative. Second, …..
Santi, Personal Blog, February 19, 2009
The writer found that the reflections above played quite essential role in enhancing her future action of teaching. The writer noticed that what became her
consideration in the reflections before first class teaching practice especial ly the observers’ comments, such as preparation and set induction, were performed
quite well. Her concern of what she had not had in first class teaching practice also appeared quite significant in her second class teaching practice. Thus, the
writer assumed the reflections might really help her and often lead her to draw a conclusion of her teaching performance and gain better understandings of what
she had done in the teaching practice. In addition, for the aspects that she did not reflect, she could p erform some
aspects quite well, like mastering materials, motivating students, and giving reinforcement. However, in some aspects, like explaining the objectives of lesson
and giving non-verbal reinforcement, she failed to perform them maximally. The writer, in reading the reflections before her first class teaching practice, assumed
that the first aspect might happen since those practice components had been considered important for teaching, for instance mastering materials, being fluent
in speaking, giving feedback, and utilizing students’ interest. The second point happened because she was not really aware of those practice components which
were also significant in teaching, for example explaining objectives and step of activities and also giving non -verbal reinforcement.
The writer found that weekly e -reflections also served a place for her to elaborate other friend’s teaching performance and often made judgment of the
performance. However, the writer found that these writing were not as strong as
the observers’ comments in enhancing her future class teaching practice, except she saw a performance which might develop her teaching performance. Here was
the example: ….. Choosing the appropriate terms and language is a matter for me. It is
true that I often make simple thing to be complicated that is why I often confused the students when I ask a question. I have a purpose to lead the
students to the material I want to discuss, but I do not know how to convey it. I was amazed of Tata’s performance. She knew well how to make the
students understood the material. She gave a lot of example that could help the students concluded what was going to be discuss I class. She was also
able to attract the students’ interest of the class activity. The most significant thing that Tata did is the ability to switch the language to be
simpler and understandable to junior high students. Two thumbs up for Tata, she is really a teacher.
Santi, Personal Blog, April 15, 2009 Another role, which the writer found, was that weekly e -reflections helped
Santi to record a progress she had made in microteaching class. In other words, in the elaboration of her rational thought, emotion, and evaluation, she would
compare her recent performance with her previous performance and present her progress. For example, she stated that she had better induction than her previous
performance in group teaching Santi, Personal Blog, March 19, 2009.
3. Sheila
