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
Source: Sheila, Personal Blog, January 30 – May 22, 2009 The writer obtained two ideas which were contradictory to each other in
Sheila’s initial e-reflection. She had an opinion that a good teacher was an entertainer. However, in the same reflection, she also stated the thing that she had
not had yet to be a teacher if she defined a teacher as an entertainer. It was her confidence.
Microteaching.. When I hear this word I always notice a picture of me with a doubtful
teaching. I can have my blood frozen when I must speak in public. Everything is cold and I cannot move...
Sheila, Personal Blog, January 30, 2009
In addition, the writer really re -noticed her natural character, nerves, in her following reflections as the weak aspect of her teaching. The writer found this in
her reflections in the weeks she practiced pair and group teaching Sheila, Personal Blog, February 8 and 16, 2009. Thus, the writer uniquely noticed that
she had already presented the real weak teaching aspect of her. It was slightly different from the two previous performers, Fani and Santi, in which they
admitted and presented their weak aspec t from the observers’ point of views. Another weak teaching aspect, that the writer found, was her seriousness
in teaching. She still considered her students as her friends. The writer assumed that this problem normally happened and if she had entered th e real teaching
world, she would have different approach since her students were not really her friends. However, if this friendship consideration had been viewed as approaching
close friends Sheila, Personal Blog, March 3, 2009, it would have made a hab it for her to be subjective to her favorite students.
There was another unique attitude recorded from reading her weekly e - reflections. The writer found that she did not merely admit and accept observers’
comments on her performance in pair and group tea ching she acknowledged her weak aspect but she also presented reasons to the thing she felt fine.
Ragil said my opening was too short. …….. ………..
Ive learned many things from group teaching. I learn how to make a good and sufficient opening and closing. The most important thing for set
induction is it leads the students to enter the material. It is not easy. One thing that I always forget in set induction is mentioning objectives from
the topic. I think that it is very important so that the students unde rstand why they are asked to do some activities...A long set induction sometimes
does not have relationship with the topic.
Sheila, Personal Blog, February 8, 2009 The second thing is I should give a preview about the reading passage
before I ask the students to read it. I taught reading and I give a reading passage, The Rabbit in the Moon, to be read. My pair told me that I should
give a more familiar reading passage or I should give preview about the reading passage. Actually, I like reading a ne w thing . Thats why I give a
new reading passage. Next time I must not forget to give a preview about the reading passage.
Sheila, Personal Blog, February 16, 2009 The reflected aspects above were the focus of the writer in observin g her
performance in her first class teaching practice. Confidence excitement was the main aspect besides the other aspects of her elaboration in her reflection before
conducting the first class teaching practice. In the e-reflections after Sheila had her first class teaching practice, the
writer could not really find any strong aspects of teaching skills reflected in her weekly e-reflections Sheila, Personal Blog, March 11 - May 8, 2009. Even, there
was no her deep thought of her first class teaching practice. During this period, she just answered the guided questions given. She would just simply answer the
questions in five rows at the max. Thus, the writer assumed that the reflected aspects of teaching skills were sudden opinions which came up to her mind during
the reflection writing process. From reading Sheila’s weekly e -reflections, the writer found that she did
not only reflected her weak points which came from the observers’ comments but she also reflected and admitted her weakness in teaching. In addition, in reflecting
her teaching performance, she also added her thinking and reasonable opinion in perceiving observers’ comments. Another teaching aspect, which was reflected,
was her opinion towards her classmates’ performance. It appeared brief ly in her several last weekly e-reflections.
B. The Roles of Weekly E-Reflection for Each Student in Their Class Teaching Performance s
