assumed that observers’ notes mi ght play important role in helping the performer in reflecting her own performance.
At last, several teaching aspects elaborated previously were the focus of her reflection during the period of waiting for her second class teaching turn
though she also stated several aspects in the week she observed her friends’ performance. Most of them were her ideas of a teacher that had been presented in
her several previous reflections which mainly pointed out about preparation appropriate material selection and inter esting activities, and good English Fani,
Personal Blog, March 30, 2009. Thus, from reading Fani’s weekly e -reflections, the writer found that Fani
reflected mainly teaching aspects that she experienced and saw in the microteaching class. Firstly, it told about her unpleasant experiences in her
teaching practices. Secondly, it told about her positive experiences of her teaching practices, including a progress she had made. Lastly, it was her criticisms on her
classmates’ teaching performance and unique ly the criticisms were her thinking of an ideal teacher.
2. Santi
Source: Santi, Personal Blog, February 2 – May 30, 2009 The writer found her previously formed mental image of an ideal teacher
in her several initial reflections. Based on her opinion, the writer assumed that she enjoyed a teacher who did not only have nice appearance and learning media and
appropriate materials but also had good material mastery of the topic, good
language to deliver the materials, and communicative personality Santi, Personal Blog, February 2, 2009. Thus, she would feel annoyed especially when she saw
her friends being unprepared in their c lass teaching Santi, Personal Blog, March 3, 2009.
The writer also noticed that her mental image of a good teacher might affect her performance in pair and group teaching. The writer saw that her
reflected aspects, especially the negatives, which were o btained from observers’ comments, had not been thought by her before, for instance she had to give
background information orientation in the introduction. The writer also saw her strong aspects of teaching, for instance presenting appropriate activities and
eliciting her students’ participation in learning, as the actualization of her mental image of a good teacher, which was well - prepared and communicative Santi,
Personal Blog, February 12 and 19, 2009. The reflected teaching aspects above were the f ocus of the writer in
observing her performance in the first class teaching practice. Her points of view of a good teacher, preparation, were the main aspect besides the other aspects of
her elaboration in her reflection before she conducted the first cl ass teaching practice. Another aspect, which was as important as preparation, was induction.
The writer considered this as the essential idea since normally people tend not to make the same mistakes in the second opportunity.
In the reflection after she taught for her first teaching practice Santi, Personal Blog, March 19, 2009, the writer noticed that the observer’s comments
strongly affected the way she, as well as Fani, reflected herself in that teaching
though she presented her thought of it, for in stance better set induction, poor time allocation. The writer perceived that in the microteaching case in which a
performer practicing teaching which was observed by some observers, the evaluation or feedbacks from those people were still considered import ant for the
performer. Looking at her previous reflections, especially the reflections after she had pair and group teaching, the writer, then, assumed that Santi also had the
previous character. Another reflected aspect was about setting good closure Sa nti, Personal
Blog, March 25, and April 2, 2009. The writer viewed that this idea came up after she might wonder of what good closure was. The writer assumed that it was
because she might not really perform the closure well and she might think that her friends’ performance on closure and hers were alike.
The writer also found her previous mental image of a teacher in her e - reflections before she had the first teaching practice in her reflection which was
posted on April 15, 2009. The writer saw this in the way she reflected one of her friends’ performance.
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 clas s. 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 The writer also assumed that what her friend had performed were also the
things that she had not performed yet in her first class teaching practice. It was
because in the previous sentences in the reflection on the same date, she explained the things that she could not perform well and she exampled those things by
means of describing her friend’s performance. Thus, the writer recognized a pattern of her reflections in which she typically thought of her poor performance
that had not performed well. It was the normal tendency of human character. Thus, from reading Santi ’s weekly e-reflections, the writer found that
Santi also reflected mainly teaching aspects, which she experienced and saw in the microteaching class, as well as Fani did. Firstly, she reflected both the strengths
and the weaknesses of her teaching perform ance in her teaching practices. Secondly, she reflected teaching aspects as her criticisms towards her classmates’
performances which did not accord with her idea of an ideal teacher.
3. Sheila
