19 master. Third, the students get complete, objective and accurate information
through the practicing process that is done by the observer. Fourth, every student has a chance to join practicing process to improve their weakness and develop
their strength. Micro teaching becomes one of the important courses at the English
Language Education Study Program. It is designed for the sixth-semester students before they get their teaching practice program outside of the campus, it is called
by PPL. This course consists of the knowledge and skill that students have already got in language and education field as a teacher candidate. This course also has a
purpose to improve student‟s verbal and nonverbal ability in public speaking in general. It is useful to master and improve specific skill and ability. It also has a
function to give a chance for the students to find the potential and passion as a teacher candidate. It also facilitates the students to get feedback on their
performance, try to use another method, technique, and approaches, improve their weaknesses, and also develop their strengths.
B. Theoretical Framework
There are two research problems which are formulated in this study in order to discuss the use of reflection to facilitate learner autonomy in the Micro
Teaching class of the English Language Education Study Program in Sanata Dharma University. The questions are answered by learning autonomy theory and
reflection theory. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20 The first research question is to find out the extent to which the students
display their autonomy in the Micro Teaching class. The researcher uses some theories about learner autonomy from Benson 2011, Littlewood 1999, Cotteral
1999, and Omaggio 1978. The second research question is to find out how the use of reflection
facilitates autonomy of the students in the Micro Teaching class of the English Language Education Study Program in Sanata Dharma University. The researcher
tries to answer the second research problem formulation by using some theories about autonomy from Benson 2011, Littlewood 1999, Cotteral 1999 and
Omaggio 1978, reflection theories from Boud, Koegh and Walker 1985, Biggs 1999, Burden and Byrd 1999.
The theories that have been mentioned help the researcher to answer the second research question about the use of reflection to facilitate learning
autonomy in the Micro Teaching class of the English Language Education Study Program in Sanata Dharma University. Those theories are chosen because it
contains learning autonomy, reflection and micro teaching information and knowledge to answer those problem formulations in chapter I.
21
CHAPTER III RESEARCH METHODOLOGY
This chapter presents the methodology of this research. There are six major things that are discussed in this part. Those are research method, research
setting, research participant, instrument and data gathering technique, data analysis technique, and research procedure.
A. Research Method
The researcher used a qualitative method. According to Ary, Jacobs, and Razavieh 2002, the goal of the qualitative method is a holistic picture and depth
understanding, rather than a numeric data analysis. It is also supported by Fraenkel and Wallen 2009, p.380 saying that qualitative research is research
where the researcher investigates the quality of the relationship, activities, situations or materials. The researcher used the qualitative research to get deep
information about the use of reflection to facilitate learner autonomy in the Micro Teaching class. Holiday 2000, p.5 adds that qualitative a study fosters the
researchers to achieve deep investigation of human behavior within a specific natural social setting.
The data were in the form of qualitative data. Qualitative can be used to produce data that will be rich in the description of the issue in the research
Lodico, Spaulding Voegtle, 2006. The researcher chose the qualitative method to get rich information through the respondents. The researcher believed
