101 the other words rather than to ask them in the same terminology as Reflective
Pedagogy phases, such as changing the word “reflection’ with “questions”. Meanwhile the second conclusion was to summarize the discussion of the
second problem, which was to find the extents that the students improved though Reflective Pedagogy implementation. The second conclusion is taken from the
data presentation at the students’ writing result. From the data taken from the writing submission of the fifth-grade students Class B of Kanisius Sengkan
Elementary School, the researcher found some extents that the students improved during the learning process by implementing reflective pedagogy. The extents
were the students’ ideas finding and organization ability and diction, or word choices, and spelling ability. From the research it concluded that the
implementation of Reflective Pedagogy phases and writing steps could help the students in finding and organizing ideas as well as finding a good diction and
spelling.
B. Suggestions
By experiencing the process of Reflective Pedagogy, the researcher found some many meaningful values. From the data presentation, the findings, and the
discussion, the researcher purposed some suggestions to English teachers and also to the future researchers.
1. English Teachers
Since implementing Reflective Pedagogy, which comprised five learning phases, learning context, experience, reflection, action, and evaluation, was
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102 effective in the writing activities, the researcher recommended for English
teachers to apply those phases in their teaching activities. They probably could take not all of the phases in sequence but rather take just some of them
depending on the students’ needs. Since offering enjoyable learning activities for students, elementary school students in particular, Reflective Pedagogy is
suitable for students in case that a teacher cannot force them to learn but giving them interesting activities.
2. Teachers in General
In the process of conducting this research, the researcher realized that Reflective Pedagogy can be applied for any subjects, levels of learners, and
schools, not only limited for Catholic schools and Elementary School students. Therefore, on this occasion, the researcher did recommend to all teachers
teaching any subject and any level to apply Reflective Pedagogy in their teaching activities. Reflective pedagogy is completely suitable for all subjects.
Providing students context to learn, experience with the topic, reflection on what the students feel, see, and hear, action based on the understanding on the
topic, and evaluation could give the student interesting and valuable learning activities. Further, it could help the students learn the topic better and more
effectively.
3. Future Researchers
In this research, the researcher combined Reflective Pedagogy phases with the writing process which included brainstorming, drafting, revising, and
submitting. It seemed that the activities in each phase were merely from the
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103 writing process itself. Therefore, here the researcher invited researchers to
conduct a research on Reflective Pedagogy implementation in the English writing skills with different writing activities or process. Furthermore, the
researcher also invites those who are interested in Reflective Pedagogy to conduct a research on the implementation of Reflective Pedagogy in a
different skill and level.
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REFERENCES
Aqid, Z. 2007. Penelitian Tindak Kelas: untuk Guru. Bandung: Yama Widya. Aries, E. F. S. 2008. Meningkatkan Keterampilan Menulis Deskripsi Siswa Kelas
IV Sekolah Dasar Islam Sabilillah Malang melalui Strategi Roulette Writing. Retrieved October 16,2010, from
http:www.iched.orgcmsscripts
. Cohen, L., Lawrence M., and Keith M. Eds.. 2000. Research Method
in Education. London: RoutedgeFalmer. Corbetta, P. 2003. Social Research Theory, Methods and Techniques. London:
SAGE Publications. Drost, J. 2001. Ignatian Pedagogy: A Practical Approach. Jakarta: T.P
Heaton, J. B. 1975. Writing English Language Tests. London: Longman Group Limited.
Hopkins, D. 1985. A Teacher’s Guide to Classroom Research. Milton Keyness: Open University Press.
Jacobs, G.M., Power, M.A., Loh, W.I. 2002. The Teacher’s Sourcebook for Cooperative Learning: Practical Techniques, Basic Principles, and
Frequently Asked Questions. Thousand Oaks, CA: Corwin Press.
Johnson, D.W., Johnson, R.T. 1986. Circles of Learning: Cooperative Learning. Edina, MN: Interaction Book Company.
Kepner. C. H. and Benjamin B. T. 1976. The Rationale Manager. New Jersey: Kepner-Tregoe, IMC.
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105
Kvale, D. 1996. Interviews. London: SAGE Publications. Nunan, D. 1999. Second Language Teaching-Learning. Boston, USA: Heinle
Heinle Publisher. Tribble, C. 1996. Writing. London: Oxford University Press.
Watson, J. 1996. Reflection through Interaction: the Classroom Experience of Pupils with Learning Difficulties. London: The Falmer Press.
Zuber-Sherritt, O. 1996. New Direction in Action Research. London: Falmer.
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APPENDICES
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APPENDIX A
Research Permission Letter from PBI
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108
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APPENDIX B
Competence Standard and Basic Competence of English Lesson for Fifth-Grade Elementary School Semester II
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Standar Kompetensi
Kompetensi Dasar
Menulis
8. Mengeja dan menyalin kalimat
sangat sederhana dalam konteks
sekolah 8.1
Mengeja kalimat sangat sederhana secara
tepat dan berterima 8.2
Menyalin dan menulis kalimat sangat
sederhana secara tepat dan berterima
dengan tanda baca yang tepat
Competence Standard
Basic Competence
Writing
8. Spelling and copying very simple
sentences in a school context
8.1. Spelling very simple sentences
accurately and acceptably.
8.2. Copying and writing very simple
sentences accurately and
acceptably with correct
punctuations
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APPENDIX C
Research Instruments
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1. WORKSHEET
