6 field. Specifically, as a teacher candidate, the researcher does expect that
by doing this study the researcher can take the advantage of understanding the concept and application of reflective pedagogy. Then for the future, the
researcher may apply the concept of it in order to improve students’ English skills especially writing skill.
2. The teachers: hopefully, this study will affect teachers’ perception on the
advantage of applying reflective pedagogy on the students learning development and students’ achievement.
3. The students: they are expected to improve their English writing skill in
accordance with the application of the reflective pedagogy. This improvement is also expected to build students interest in English writing.
4. The foundation: through the application of the reflective pedagogy in the
English area, especially writing, of elementary school level, this study may give evidences to the foundation that reflective pedagogy is so meaningful
to facilitate the students with real experiences, reflection, and real action then it can affect the development and improvement of the reflective
pedagogy itself.
F. Definition of Terms
There are three key terms of this research 1.
Classroom Action Research In short, classroom action research is an action research which is
conducted in the classroom. Classroom action research may be used in a
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7 setting of classroom where a problem involving people, tasks, and
procedures cries out for solution, or where some changes of future results in a desirable outcome. In practice, classroom action research carries out
the problem and feels accountable for solving it though teamwork and through following a cyclical process of:
a. strategic planning;
b. action or implementing the plan;
c. observation, evaluation and self-evaluation;
d. critical and self-critical reflection on the results of points 1-3 and
making decisions for the next cycle of classroom action research. 2.
Reflective Pedagogy Reflective pedagogy actually belongs to Jesuits, which is based on
the Ignatian Pedagogical Model. Reflective Pedagogy systematically incorporates methods from a variety of sources which better contribute to
the intellectual, social, moral, and religious formation of the whole person. Reflective Pedagogy, or Ignatian Pedagogy, embodies five key
teaching elements, which are Context, Experience, Reflection, Action, and Evaluation.
a. Context
Since human experience, always the starting point in a Jesuit education, never occurs in a vacuum, educators must know as much as
possible about the actual context within which teaching and learning take place. Teachers need to understand the world of the learner,
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8 including the ways in which family, friends, peers, and the larger
society impact that world and affect the learner for better or worse. b.
Experience Teachers must create the conditions whereby learners gather and
recollect the material of their own experience in order to distil what they understand already in terms of facts, feelings, values, insights and
intuitions they bring to the subject matter at hand. Teachers later guide the learners in assimilating new information and further experience so
that their knowledge will grow in completeness and truth. c.
Reflection This is about how learners may become more reflective so they
more deeply understand what they have learned. Teachers lay the foundations for learning how to learn by engaging students in skills
and techniques of reflection. d.
Action This step deals with how we compel learners to move beyond
knowledge to action. Here teachers provide opportunities that will challenge the imagination and exercise the will of the learners to
choose the best possible course of action from what they have learned. e.
Evaluation The question is how do we assess learners’ growth in mind, heart,
and spirit? Daily quizzes, weekly or monthly tests and semester
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9 examinations are familiar instruments to assess the degree of mastery
of knowledge and skills achieved. 3.
Students’ English Writing Skills It seems that all teachers should bother about the importance of
writing from the early learning of students. Even some experts suggest that teachers should emphasize writing skills in elementary school early so that
students learn to love writing and understand the value of clear written communication. Meanwhile, it has become such a public issue that
teaching writing is difficult, especially for elementary school students. As stated in the sub-title, writing may cover some skills. J.B.
Heaton 1975; p.138 states that writing includes varied skills in four areas:
a. grammatical writing: the ability to correct sentences,
b. stylistic skill: the ability to manipulate sentences and use language
affectively, c.
mechanical skills: the ability to use correctly those conventions peculiar to the written language, e.g. punctuation, spelling, etc.,
d. judgment skills: the ability to write in an appropriate manner for a
particular purpose with a particular audience in mind together with an ability to select, organize and order relevant information.
In order to make a teaching process effective for students in the classroom, a teacher should make some steps of writing and it is not only a matter of the
result of the writing but also the process. Here are the following steps which
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10 may be more effective and well-organized in order to produce good writing
product and to engage students’ writing motivation. a.
Pre-Write: This is the time when ideas are thought up for the writing assignment. Teach this in a whole class lesson and encourage every
student to participate. No answer is wrong. b.
Rough Draft: This is the opportunity for students to get their thoughts on paper. This is one of the most important steps in the writing process
Emphasize that the writing does not have to be neat, make perfect sense or be spelled correctly.
c. EditRevise: This can be one of the most difficult steps in the process to
teach. Using sample paragraphs that have mistakes in them can teach students to find and correct errors. Have a checklist displayed for students
to go through as they edit their papers. d.
Final Draft: This step can be completed on a computer if possible, or simply in good handwriting and it is the teacher’s role to asses their
writing and make judgment on students’ writing skills.
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11
CHAPTER II REVIEW OF RELATED LITERATURE
