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
The writer found that weekly e -reflections using blog as media were not significantly meant to her. The writer captured the decreasing motivation of her to
record, explore, elaborate, and evaluate her experiences in weekly microteaching class. In the initial weeks, she did those activities v ery well. Unfortunately, in the
following weeks Sheila, Personal Blog, March 11 - May 8, 2009 she tended to
just answer guidance questions given by the lecturer. She just answered the questions with quite short answer in four or five rows at least . This phenomenon
was also acknowledged by her in the interview se ssion See in the appendix p.117.
However, the writer found a unique characteristic of her reflection before it faded away. She defended what she thought right and did not only merely
accept the comments. The two other participants did not give balanced judgment to their own performance, but they just tended to accept them. Sheila, Personal
Blog, February 8 and 16, 2009 The second thing is I should give a preview about the reading passage
before I ask the students to read it. I taught reading and I give a reading passage, The Rabbit in the Moon, to be read. My pair told me that I should
give a more familiar reading passage or I should give preview about the reading passage. Actually, I like readin g a new thing. Thats why I give a
new reading passage. Next time I must not forget to give a preview about the reading passage.
Sheila, Personal Blog, February 16, 2009 As previously stated, there was a decreasing motivation from her to record,
explore, and evaluate her experiences in weekly microteaching class. The writer assumed that this might be caused by the lack of feedbacks or two -way
communication through weblog as the media of weekly reflection as she stated in the interview session. In the interview session, it was obvious that she expected
the feedbacks which should be given we ekly. See in the appendix p.115 . In addition, the writer assumed that her weekly e -reflections were
insignificant to her class teaching perform ance. This assumption was obtained by looking her two class teaching performances in microteaching class. The
likeliness of performing well what had been reflected was not really obvious in Sheila’s first class teaching performance. In her first class teac hing practice, her
teaching was still quite monotonous, though she had reflected this in her e - reflections Sheila, Personal Blog, January 30 – February 24, 2009. Moreover,
for the experiences she had not reflected, like reinforcement and explaining objectives, the writer found that these teaching skills were also not performed well
in her two class teaching performances. It was because she was not really aware that those practice components were also significant in teaching.
The writer also found another example of insignificant role of weekly e - reflections for Sheila. It was she could improve and maintain the good side of her
first teaching performance in her second class teaching practice, especially in her confidence. On the other hand, her reflections , in the period after she had her first
class teaching practice, showed that she was less motivated in making deep reflection of her experiences Observation Sheet, Second Teaching, Sheila. The
writer assumed that this happened because her references of g ood teaching performance, before having the following class teaching practice, were her
experiences from the previous teaching practice. Thus, the writer assumed that observers’ comments in every teaching practice played more important role than
her weekly e-reflections in improving her class teaching performance.
50
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions and suggestions. In the first part, the writer presents the summary of the study. Meanwhile, in the second part,
suggestions following up this completed study are provided.
A. Conclusions
This study was conducted to seek out: a the aspects of teaching performance on general teaching competence and three basic teaching skills
setting induction and closure skill, delivery and stimulus variation skill, and questioning and giving reinforcement skill
that students reflected or obtained as feedbacks, and b the rol es of weekly e-reflection in student’s class teaching
performance. To seek out the answer to the first problem formulation, the writer read
participants’ weekly e -reflections. He, then, highlighted the refle cted aspects and classified them into two main clusters, the period before first class teaching and
the period before the second class teaching after the first class teaching. After reading each participant’s weekly e -reflections, the writer obtained thr ee findings.
Firstly, from a reading process conducted, the writer discovered that the reflected teaching aspects varied from participant to participant . The writer could
not find the general tendency of them. Secondly, the writer discovered that three students did not obtain any discussions about teaching aspects a s feedbacks.
