14 According to Benson 2011, naturally, every individual owns autonomy.
Autonomy can be displayed by the support of the environment around the students, including the lecturer, the parents, and the friends. The characteristics of
learner autonomy are stated by Omaggio 1978, as cited in Wenden 1998. First, the students have insight into their learning styles and strategies. Second, the
students are able to take an active approach to the learning task at hand. Third, the students are willing to take the risks. Fourth, the students are good guessers. Fifth,
the students attend to form a content that places importance on accuracy. Sixth, the students develop the target language into a separate reference system and are
willing to revise and reject hypotheses and rules that do not apply. Last, the students have a tolerant and outgoing approach to the target language.
Students can display and increase their learning autonomy by taking some steps which are suggested by Benson 2011. He suggests that the students should
improve their learner autonomy by doing several ways. First, the students diagnose what they need. Second, the students formulate the goals that they want
to achieve. Third, the students identify the learning materials. Fourth, the students choose the appropriate strategies. Fifth, the students implement the strategies that
have been chosen. Last, the students evaluate the outcomes.
2. Reflection
Boud et al. 1985, p.2 explains that reflection is a process of finding experiences and learning new things. Ghaye and Ghaye 1998 add that reflection
on practice is not about learning from experience in a private and solitary way, but PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15 it is about knowledge production to enlighten and empower teachers. It means that
reflection is more than thinking which includes reasoning, the creative ideas, problem solving, and awareness. According to Watson 2006, reflection is
thinking in de pth about things, just where someone‟s thinking is challenged in
anyway, where someone is not just reacting on a superficial level where someone is thinking beyond the immediate thing to its implications and possibilities. Boud
et al. 1985 adds that reflection does not only deal with intellectual activities, but also affects activities in which individuals engage to explore their experiences in
order to lead to a new understanding and the better attitude. Reflection also can be related to the mental activity that consists of transforming given information in
order to reach conclusion or problem solving of something. It has the certain duration so that it should be done regularly.
According to Watson 2006, reflection is an activity which consists of
transforming given information in order to reach conclusion. It is used by many
teachers and lecturers as a self-evaluation, so the students can be aware of their weaknesses and strengths. It is supported by Biggs 1999 saying that reflection
helps people to raise their awareness of themselves as learners and to see that they can change their learning. It is also made for the students as a self-monitoring and
for the teachers or lecturer. They can use students‟ reflections to control students‟ progress to help the students in many aspects. According to Tarvin and Al-Arishi
1999, p.16, reflection lets people use what they learn from experiences.
According to Burden and Byrd 1999, reflection is a way of thinking about an educational matter that involves the ability to make rational choices and
16 to assume responsibilities for those choices. Watson 2006 notes that real
learning can be built on students‟ own existing cognitive structures, and must relate to their needs and interest p.4. Reflection can be done in a written form
and spoken form. The students also have to understand themselves first before they make a reflection. Reflection can also make students understand about
themselves by doing it regularly. It will be meaningful for the students to make an effective reflection.
There are three advantages of reflection for the teacher which are explained by Burden and Byrd 1994. First, reflection becomes the tool to reflect
on the methods heshe currently uses to present a subject and on ways that heshe could improve hisher teaching methods. Second, reflection is useful to evaluate
the lesson taught on that day and might be helpful next time to teach that lesson. Last, reflection enables to set teaching goals for themselves more easily. They can
take note of their teaching goals. For the students, reflection also has advantages for their learning processes to reflect on what they have experienced and to
evaluate what they have done and also improve their results. The importance of reflection in language learning is to raise metalinguistic
awareness. According to Lier 1996, one of the support structures that may help the students to focus attention effectively is a metalinguistic awareness. He says
that metalinguistic awareness consists of awareness, intuition, knowledge and performance in language learning. Awareness is about knowing where the learner
is going, what the learner is doing and why. Awareness of language has played a PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17 role in human consciousness for a very long time. It also triggers to the
autonomous development. According to Benson 2011, reflection is indispensable to enhance
learning autonomy. Reflection can facilitate the cognitive and behavioral process by which individual takes control of the stream of experiences they are subject to.
It also helps the students to evaluate and judge their own result by themselves, so that the students realize what should be improved and find the problem solving of
their findings.
3. Micro Teaching Course
Sukirman 2012 explains that micro teaching is a laboratory training procedure aimed at simplifying the complexities of regular teaching-learning
processing p.23. It is supported by Gilarso and Suseno 1986, in their book „Program Pengalaman Lapangan microteaching‟, saying that micro teaching is a
method of teacher-skill practice or teaching practice, conducted in a small scope or limited real. Micro teaching is a training technique, which requires students to
teach a single concept, using specified teaching skills to a small number of students in short duration of time Singh Sharma, 2004, p.70. Micro teaching
is taught in this study program to prepare the students to teach their pupils in the future.
According to Brown 2004, since teaching is complicated, learning to teach will be more complicated. It is also supported by Burhan 2004, stating that
responsibility as a teacher is to manage the learning process to be effective, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18 dynamist, efficient, positive, it can be seen through the awareness and
involvement of two main elements, they are student and teacher. According to Brown 1975 micro teaching is a model of teacher training designed to provide a
set of real personal teaching experiences where the learning situation is made by the teachers and the students. It is said that the teacher acts as a guide and the
student as an active doer to improve their learning process. Micro teaching is designed as a specific teacher training technique through which trainee practices
the various teaching skills in a specific situation with the help of feedback with a view to increase t
he students‟ involvement Singh Sharma, 2004. There are two important elements in the micro teaching which are stated
by Sukirman 2012, pp.24-25. First, micro teaching is used as an approach or a way to train teacher candidates in preparing and improving their ability in
teaching performance. Second, micro teaching is a coaching process that uses micro in learning approach which can be done for all learning aspects. It is also
done step by step which needs help and direction by the supervisor, and micro teaching needs observation by the supervisor. It is done because the students have
to know their strength and weakness during the process. The supervisor will give feedback and help the students to find the solution and improvement.
There are several benefits of micro teaching, especially for students in the faculty of teachers training and education. There are four benefits for students
Sukirman, 2012. First, the students can practice their teaching skill part by part to make sure that they master and able to control it. Second, the students are able
to realize their weakness and strength in every teaching skill that they have to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
