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CHAPTER II REVIEW OF RELATED LITERATURE
This chapter is divided into two sections. First, the researcher discusses relevant theories, involving: reflection, microteaching, teaching skills, and
reflective teaching in theoritical description. Second, the researcher synthesizes all relevant theories in theoretical framework.
A. Theoretical Description
In this section, the researcher reveales some theories on the reflection in teaching, microteaching, teaching skills, and reflective teaching.
1. Reflection
The researcher presents two parts of the theory about reflection. Those are as follows.
a. Types of Reflection
Ghaye and Ghaye 1998, p.8 divide the nature of reflection into four
types. Those types are as follows. 1
reflection-on-values: being professional 2
reflection-on-practice: resolving teaching concern 3
reflection-on-improvement: the validation of practice 4
reflection-on-context: partnership in practice Based on Ghaye’s and Ghaye’s opinion 1998, p.8, reflection on value
concerned with the relationship between values and practice. He reports that some
9 professional in education, teachers, and schools argued that certain set of values
give them the sense of identity, purpose and integrity. Moreover, he states that reflection-on-practice is reflecting on us and others in a particular practice
incident. It aims to “deepen our understanding of what has happened in terms of the practice incident itself”.
b. Function of Reflection
Burden and Bird 1994 define three benefits of reflection for teacher. Those are as follows.
1 First, reflection becomes the tool to reflect on the methods heshe currently
use to present a subject and on ways that heshe could improve hisher teaching methods.
2 Second, reflection is useful to evaluate the lesson taught on that day and might
be helpful next time to teach that lesson. 3
Third, reflection enables to set teaching goals for themselves more easily. It means that they can take note of their teaching goals.
Furthermore, Loucks-Horsley, Harding, Arbuckle, Murray, Dubea, Wiliams 1987 as quoted by Burden and Bird 1994 states that reflection is
useful for teachers to guide themselves for their professional development. Reflection is used for teachers to some functions such as:
1 assessing their own strengths and weaknesses based on their performances;
2 identifying their own areas for improvement and development;
3 planning their own strategies for achieving their professional development or
improvement goals, and;
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assessing their own growth and performance relative to their professional development goals.
In addition, Ghaye and Ghaye 1998 also conclude the function of reflection. The functions of reflection are as follows.
1 to act as a bridge from the private knowledge to considered action and from
the practice educational world to the process of theory generation based on Silcock’s theory 1994 as quoted by Ghaye and Ghaye 1998
2 to enhance the quality of action that enables somebody to discuss about
practice and then to practice different things according to Olsen’s statement 1992 as quoted by Ghaye and Ghaye 1998
3 to increase accountability that increase burden for professional accountability
residing with the individual practitioner based on Diamond’s statement 1991 as quoted by Ghaye and Ghaye 1998
4 as a much-needed encounter discourse to pervasive technicist views of
educational practice that marginalize and delegitimize the teaching experiences, histories, and practical wisdom that practitioner used according
to Smyth’ theory 1991 as quoted by Ghaye and Ghaye 1998 Hence, Ghaye and Ghaye 1998 explaine reflection on practice is not just
about learning from experience in a private and solitary way, but it is about knowledge production that has the potential to enlighten and empower teachers. It
can help them envision, nourish and imagine improved teaching and learning situations. Then, reflective on practice is not about reflecting only on the
extraordinary but teachers can also reflect on themselves and the part they played
11 in particular incident. It is used to “deepen their understanding of what they are
looking at in terms of the practice incident itself”.
2. Micro teaching
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