13 personal destructive habits. In this stage, the students are trying to thinking
reflectively about what the reasons are and why they choose to act like that. The outcomes of reflection may include a new way of doing something,
the clarification of an issue, the development of a skill or the resolution of a problem.A new cognitive map may emerge, or a new set of ideas may be
identified Boud et al., 1985. The changes may be quite small or they may be large. The students could involve the development of new perspectives on
experience or changes in behaviour.What is important is that the learner makes a commitment of some kind on the basis of his or her learning. Action ends the
reflective process for the time being and some benefits of reflection may be lost if they are not linked to action.
3. Self-awareness
Lier 1996 states that to learn something new, people must first notice their habits and the process of the noticing is an awareness of its existence,
obtained, and enhanced by paying attention to it. Students have to notice and focus on their attention to learn something new. This noticing and focusing
process can be described as awareness. According to Goleman 1996, self- awareness is a continuous attention the inner state of a person. In this state of self-
reflection, thought is observing and digging experience, include emotion. Self- awareness is capacity which makes people to observe themselves and take
themselves in past, present, and future time May as cited in Kuswara, 1987. In addition, Hendricks 1981 defines awareness as willingness to examine all our
values, beliefs, and past actions. When students become aware of their learning,
14 they find the truth about their learning. They examine their learning whether it
meets their learning needs which lead them to take on the responsibility of the truth they have found.
Self-awareness is one of the important components of Emotional Intelligence. Lier 1996 describes self-awareness as knowing what you are doing
and why. In this research, self-awareness deals with knowing and examining what we have done in the learning activity. Self-awareness in intelligence is ability to
recognize emotions and sort out feeling, aware of the existence of emotion, know the strengths and the limit of self. Students need self-awareness to develop their
quality of learning process. Personal development starts at a point of self- awareness; in fact, it may as well be the ultimate end Johns, 2005. Self-
awareness makes students understand that they need to change their destructive habits. In addition, students who have good self-awareness will develop
themselves effectively. It is impossible to develop and grow themselves with a lack of self-awareness Johns, 2005.
Besides, Deci 1975 states that the awareness can satisfy the intrinsic need for feelings of competence and self-determination or any of the specific motives
that develop out of the basic motivational propensity and increase the positive affect. Conceptually, the awareness cause the person to establish goals which he
expects will lead to the rewards, intrinsic or extrinsic which lead to satisfaction. According to Brown 2007, when students perform certain activities for internal
interest and satisfaction, it refers to intrinsic motivation.
