The use of reflection to enhance ELESP students` self-awareness in Learning Structure II.

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THE USE OF REFLECTION TO ENHANCE ELESP

STUDENTS’ SELF

-AWARENESS IN LEARNING

STRUCTURE II

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Rosa Faras Trisnasih Irianto Student Number: 121214074

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA


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i

THE USE OF REFLECTION TO ENHANCE ELESP

STUDENTS’ SELF

-AWARENESS IN LEARNING

STRUCTURE II

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Rosa Faras Trisnasih Irianto Student Number: 121214074

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA


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ASarjana Pendidikan Thesis on

THE USE OF REFLECTION TO ENHANCE ELESP STUDENTS' SELF-AWARENESS IN LEARNING

STRUCTURE II

By

Advisor

Rosa Faras Trisnasih Irianto Student Nwnber: 121214074

Approved by

Veronica Triprihatmini,M.Hum., MA

11


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“Keep your

thoughts

positive because your thoughts become your words.

Keep your words positive because your words become your behaviors.

Keep your behaviors positive because your behaviors become your habits.

Keep your habits positive because your habits become your values.

Keep your values positive because your values become your

destiny

.”

-Mahatma Gandhi-

I dedicate this thesis to

My Parents,

My Family,


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STATEMENTS OF WORK'S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, March 7th 2017 The Writer,

Rosa Faras Trisnasih Irianto 121214074


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ABSTRACT

Irianto, Rosa F. T. 2016. The Use of Reflection to Enhance ELESP Students’ Self Awareness in Learning Structure II. English Language Education Study Program, Departement of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.

This study analyzed the use of reflection to enhance students’ self-awareness in learning Structure II. Reflection is aimed at helping the students to consider events that have occurred in the past and then use that evidence to enhance the learning situation in the future (Gibson, 2012). Reflection allows the students to learn more

about students’ own selves, so the students can take responsibilities to their learning and engage in the learning process. In this study, the researcher was interested in employing reflection in Structure II course because the students are not accustomed to writing a reflection in courses which have rules like grammar. This can help the students to understand their level in learning Structure II and raise their awareness of improving their learning. As such, in this study, there is one research question to be answered: How did the students’ reflections enhance their self-awareness in learning Structure II?

This study employs qualitative research methodology. The researcher used reflection and interview as data gathering techniques to answer the research question. In addition, the data gathered were analyzed by using the analytic five-phase cycle data analysis by Yin (2011) to answer the research question. The participants of this study were three students of the English Language Education Study Program (ELESP), Sanata Dharma University who received a ‘D’ score in the previous course in academic year 2015/2016.

The findings showed that the reflections could enhance students’ self -awareness in learning Structure II. All of the students proved that reflections helped them to raise their awareness of the problems they faced in learning Structure and the importance of problem solving strategies. Moreover, reflections increase students’ awareness of their intrinsic motivation to learn structure and reflect their feelings in learning.


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viii ABSTRAK

Irianto, Rosa F. T. 2016. The Use of Reflection to Enhance ELESP Students’ Self Awareness in Learning Structure II. English Language Education Study Program, Departement of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.

Penelitian ini meneliti tentang penggunaan refleksi untuk meningkatkan kesadaran diri siswa dalam belajar Structure II. Refleksi bertujuan untuk membantu siswa untuk menilik kembali kejadian di masa lalu dan menjadikannya bukti untuk meingkatkan pembelajaran di masa mendatang (Gibson, 2012). Refleksi membuat siswa belajar tentang dirinya sendiri, maka siswa dapat bertanggungjawab pada pembelajaran mereka dan terlibat di dalam proses belajar. Penelitian ini, peneliti tertarik untuk menggunakan refleksi pada matakuliah Structure II karena siswa tidak terbiasa menggunakan refleksi dalam matakuliah yang menerapan peraturan seperti tata bahasa. Ini dapat membantu siswa untuk mengerti level mereka dalam memahami Structure II dan meningkatkan kesadaraan mereka dalam memperbaiki cara belajar mereka. Seperti dalam penelitian ini, terdapat sebuah rumusan masalah yang akan dijawab yaitu: Bagaimana penggunaan refleksi siswa dapat meningkatkan kesadaran diri mereka dalam mempelajari Structure II.

Penelitian ini menggunakan penelitian kualitatif sebagai metode. Peneliti menggunakan refleksi dan wawancara sebagai teknik pengumpulan data. Lalu, data yang sudah terkumpul dianalisa menggunakan analiytic five-phase oleh Yin (2011) untuk menjawab rumusan masalah. Peserta dalam penelitian ini adalah tiga siswa dari Pendidikan Bahasa Inggris, Universitas Sanata Dharma yang mendapat nilai D pada matakuliah prasyarat dari matakuliah Structure II tahun pelajaran 2015/2016.

Hasil penelitian menunjukan bahwa refleksi dapat meningkatkan kesadaran diri siswa dalam belajar Structure II. Semua siswa menunjukkan bahwa refleksi membantu mereka dlm meningkatkan kesadaran siswa terhadap masalah yang mereka alami dalam mempelajari Structure dan pentingnya strategi penyelesaian masalah. Selain itu, refleksi dapat meningkatkan kesadaran siswa terhadap motivasi intrinsik yang mereka miliki dan merefleksikan perasaan mereka dalam belajar Structure.


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ix

ACKNOWLEDGEMENTS

I would like to thank Jesus Christ for always giving me endless blessing, everlasting love and strengths. I know that I am nothing without His help and blessings. I believe that He has provided great plans for my future.

My deepest gratitude goes to my beloved advisor, Veronica Triprihatmini, M.Hum., M.A.for her willingness to spend her time reading and correcting my thesis. Her guidance in the process of finishing this thesis and her recommendations on what I had to do in order to accomplish this thesis made me confident that I could accomplish this thesis when I started doubting my ability.

I would also like to express my sincere thankfulness to all the lecturers and

staff who have given me great time during my study and great experience for me to

remember. My gratitude also goes to the participants, for their cooperation and willingness in helping me obtain the data.

My special regards and gratitude are presented to my beloved parents, R.B

Isnan Irianto and T. Enggar Sriasih, for their prayers, support, love and

encouragement. I would also like to express my gratitude to my brother and sister. My special gratitude is also sent to Vita, Dita, Ejin, Ajeng and Indras for their patience in accompanying and supporting me, and helping me to proofread my thesis in their precious time. I would also like to give my special gratitude to Pak


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I would like to thank my partner in my life, Rizky, as the one who always supports and cheers me up. Then, I thank my friends in class small C for being a great family during my study in Yogyakarta.

Last but not least, I thank the people whose names I cannot write down on this paper. I wish them all the best.


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TABLE OF CONTENTS

TITLE PAGE……….………..… i

APPROVAL PAGES……….……. ii

DEDICATION PAGE……….…... iv

STATEMENT OF WORK’S ORIGINALITY……….…. v

PERNYATAAN PERSETUJUAN PUBLIKASI……….….. vi

ABSTRACT……….... vii

ABSTRAK……….…... viii

ACKNOWLEDGEMENTS……….... ix

TABLE OF CONTENTS……… xi

LIST OF TABLE………. xiii

LIST OF FIGURES..………... xiv

LIST OF APPENDICES………. xv

CHAPTER I. INTRODUCTION….……….…... 1

A. Research Background………... 1

B. Research Problems………... 3

C. Problem Limitation………... 4

D. Research Objectives………....……... 4

E. Research Benefits………..………... 4

F. Definition of Terms………..……... 5

CHAPTER II. REVIEW OF RELATED LITERATURE... 7

A. Theoretical Description………..…….……... 7

1. Review of Related Research……….…….. 7

2. Reflection……….…... 9


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xii

b. The Process of Reflection….……….……. 10

2. Self-awareness………. 13

B. Theoretical Framework……….……... 16

CHAPTER III. RESEARCH METHODOLOGY…..………... 18

A. Research Method………..…... 18

B. Research Setting……….……….…. 20

C. Research Participants……….………..………. 21

D. Research Instruments & Data Gathering technique ………... 21

E. Data Analysis Technique……….. 24

F. Research Procedure……...………... 26

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION... 28

A. The Reflections Raise Students’ Awareness of the Problems They Faced in Learning Structure……….………... 28

B. The reflections raise students’ awareness of the importance of problem solving strategies in learning Structure……… 34

C. The reflections Increased Students’ Awareness of Their Intrinsic Motivation to Learn Structure………. 41

D. The reflection increased students’ awareness of reflecting their Feelings……… 44

CHAPTER V. CONCLUSION AND RECOMMENDATIONS... 49

A. Conclusion.……….………...…... 49

B. Recommendations……….……….………...….... 50

REFERENCES……….…... 52


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xiii

LIST OF TABLE

Table Page


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xiv

LIST OF FIGURES

Figure Page

2.1 A Model of Reflection in the Learning Process……….….… 11 3.1 Five Phases of Analysis and their Interaction...………..… 26


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xv

LIST OF APPENDICES

Appendix A. Consent Form ...………...…… 56

Appendix B. Self-reflection Blueprint………..……….……… 57

Appendix C. Sample of Self-reflection ……….… 59

Appendix D. Sample of Disassembled Data..……… 61

Appendix E. Themes and Significant Statements (Reassembled Data)……….… 62

Appendix F. Interview Blueprint………...… 71


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1

CHAPTER I

INTRODUCTION

This chapter provides background information related to the research. It describes six main parts in this research, namely research background, problem formulation, problem limitation, research objective, research benefits, and definition of terms.

A.Research Background

The students need reflection to help them in noticing and correcting their own mistakes to be successful in their studies. In other words, reflection helps them to find the strengths and weaknesses in their own learning processes. According to Ghaye (1998), reflection is the process of learning to affect future action. Therefore, the students are responsible to improve themselves based on the previous learning processes and get involved more in the future processes. Besides, the students are able to be aware of their learning processes by writing a reflection. In addition, the researcher has an experience in making a reflection. The researcher found difficulties in learning Structure such as memorizing the patterns and the functions of English sentences in each chapter. Then the researcher wrote a reflection to understand the problem and find the solution to solve it.

Previous research done by Walker as cited in Boud (1985, p.59-60) proves that reflection in a written form helps people who would be exercising leadership


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to raise their level of awareness. Therefore, they become more aware in recognizing situation which might lead them to deeper insights. The awareness of feeling in the learning situation can be the basis of reflection that lead to a deeper appreciation of the learning process and of the learner's ways of experiencing. Furthermore, after doing reflection, Gibson (2012) finds that the highest learning gain is awareness includes strengths, weaknesses, and priorities for the future development.

English Language Education Study Program (ELESP) students will be disappointed when they receive a D for Structure, because this subject is one of the basic elements in speaking and writing skills in English. They are expected to speak and write the sentences with correct grammar (Panduan Akademik Pendidikan Bahasa Inggris, 2012). Moreover, many ELESP students describe Structure II as one of the most difficult course in Semester II. The students do not understand the actual reasons which make them fail. As a result, they come to hate the course or the ways the lecturer teaches them. The students have to work hardly in doing a lot of practices to master it.

Based on the ELESP student’s opinion, structure is the most difficult course because they need to memorize the patterns in doing a lot of practices. It is difficult for some students to understand and follow the material. The fact can be seen from their failure in the quizzes and the tests. They could not work on the tests successfully and got low scores in the final assessment. It might be caused by some problems in the Structure learning process. Therefore, they need to reflect the previous learning to improve the future learning. Furthermore, ELESP


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students are familiar with reflection in some courses such as Book Report or Basic Reading, but they rarely do reflection in Structure class which contains basic components and the rules of English sentence. Nonetheless, whether or not the students can do the experience successfully, this research is intended to help students to understand their capability and improve their scores in Structure II.

Based on the explanation above, this study aims to know the use of reflection applied by the students of Structure II class in ELESP of Sanata Dharma University to enhance their self-awareness. In the reflection, the students are invited to make sense of their practice, state whatever they feel and share their strengths and weaknesses which have to be improved. When the students make reflection, they recall and examine their learning to know what they are doing and how far they have learned. Hendricks (1981) states that the reflection is known as a willingness to examine values, beliefs, and past actions. It can help the students to understand their capability in learning Structure and make them aware of their strengths and weaknesses.

B.Problem Formulation

The problem in the research background resented is formulated into one question which is how did students’ reflections enhance their self-awareness in learning Structure II?


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C.Problem Limitation

This research is limited to the analysis of reflection applied by the students of Structure II who had a D in the prerequisite course, particularly in Structure

class. Therefore, the participants of this research are limited. The participants are three students of Structure II class in ELESP of Sanata Dharma University in academic year 2015/2016. The researcher wants to investigate students who got D in the Structure I. In semester two, students need to struggle with new concept of Structure which is different from what they had learned in senior high school.

D.Research Objective

There is one objective related to the research problem. The objective of this research is to present the use of reflection to enhance ELESP students’ self -awareness in learning Structure II.

E.Research Benefits

This research is aimed to give benefits to students, lecturers, and readers as mentioned below.

1. The ELESP Students

This research is to give students the understanding about the use of reflection to enhance students’ self-awareness in learning Structure II. Hopefully, students can find their weaknesses and strengths so they can evaluate themselves and find solutions to achieve their goals in learning Structure.


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2. The ELESP Lecturers

This research is to give information to the lecturers whether students’ reflection helps them in their teaching and learning process. Hopefully, lecturers can use the reflection to help their students to reduce weaknesses and develop students’ strengths.

3. Readers

This research is to give an overview on the use of reflection to enhance students’ self-awareness in learning Structure. Hopefully, it gives the readers new knowledge and information about the use of reflection for their life.

F. Definition of Terms

This section provides the definition of terms used in this research. There are three terms conducted on this research. The following is the definition of each term.

1. Reflection

Students need reflection to understand their capability and use it to make an improvement in their learning process. According to Ghaye (1998), reflection is an activity of looking back on previous learning and making sense to the learning practice, which involves the ability of making choices and taking responsibility for the future action. The good and meaningful reflection practice is continuous, connected, challenging, and contextualized (Eyler, Giles, and Schmiede, 1996). Therefore, it is good that reflection is implemented in their learning behavior. The participants of this research are the second semester of


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ELESP students of Sanata Dharma University. This term is used in the next chapter, so it can help the readers to understand the next part easily. In this research, reflection refers to an activity which helps the students to improve their learning process based on the previous learning experience.

2. Self-awareness

Self-awareness is capability of people to notice themselves and take themselves in past, present, and future condition (May as cited in Kuswara, 1987). Self-awareness allows students to have a clear perception of students’ personality, including strengths and weaknesses, thoughts, beliefs, motivation, and emotion. Self-awareness helps students to understand their capacity in the process of learning. Self-awareness makes students actively identifies, processes, and stores information in their learning environment. Students need self-awareness to control their learning behavior. Having a clear understanding of thought and behavior patterns helps students to enhance students’ willingness in learning activity. In this research, self-awareness refers to recognition which makes the students to be interested in improving their learning. This term is used in the next part of this research because the students’ self-awareness is related to reflection. Therefore, the researcher wants the reader to be familiar and understand the main idea easily.

3. Structure II

In ELESP, Structure II is a course which is designed to train students with a deeper understanding on English tenses, particularly on past perfect tense, past perfect progressive tense, future simple tense, future progressive tense and future perfect tense (Panduan Akademik Pendidikan Bahasa Inggris, 2012). Students are


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prepared to produce grammatically correct sentences with various pattern to have good writing and speaking. There are four level of Structure course in ELESP that are Structure I, Structure II, Structure III, and Structure IV. In this case the researcher wants to investigate Structure II class because in this situation students are standing in adaption of learning activity.


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7

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the theoretical description and theoretical framework of the research. The theoretical description provides some theories and concepts used as the foundation of this research. Meanwhile, the theoretical framework presents the relationship between the basic theories used in this research and how those theories support the research.

A.Theoretical Description

In this section, the researcher discusses the theories that support this research. There are two main points explained in this section. Firstly, the researcher describes the theories of reflection that cover the nature of reflection and reflection process. Secondly, the researcher presents the theory of self-awareness. However, in the beginning of this part, the researcher also discusses some related studies which are related to this research.

1. Review of related research

The research which is conducted by Ong (2004), shows that reflection helps students in their learning. She conducted a qualitative research in which students of Republic Polytechnic became the participants. She chose 10 students’ journal randomly from different modules and discipline background and examined the journals. The result showed that students proved an enhancement in


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their self-awareness. Thus, she describes that reflection has an important role in students learning since it relates the new learning material and prior knowledge and enhances self-awareness.

Furthermore, Jensen (2009) conducted similar research in using reflective

journal to improve students’ self-awareness. The research was conducted in Aalborg University Denmark. The participants of this research were foreign

students. In connecting students’ experiences toward the subject, the students

were demanded to make a personal portfolio in a form of reflective journal where they could reflect their experiences on the subject. In the research, Jensen

examined students’ reflective journal and found that most of the students are

aware of what they have learned and 60% of the students showed improvement in their learning capability.

Next, previous research done by Walker as cited in Boud et al. (1985) approves that reflection in written form helped people who would be exercising leadership to raise their level of awareness. Therefore, they became more aware in recognizing situation which might lead them to deeper insights. In addition, Gibson (2012) in his journal entitled Reflect-select-defend: A model for student teacher reflection, he finds that the highest learning gain is in awareness include strengths, weaknesses, and priorities for future development. The awareness of understanding feeling in a learning situation can be the basis of reflection. It might lead to a deeper appreciation of the learning process and of the learner's way of experiencing.


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Those studies show that reflection helps students in their learning

especially in improving students’ self-awareness. Thus, a study on reflection is beneficial to be conducted in order to use it in Indonesia context, more specifically at ELESP of Sanata Dharma University.

2. Reflection

In this section, the researcher presents the description of reflection. There are two points to be discussed, they are the nature of reflection, and reflection process.

a. The Nature of Reflection

According to Ghaye (1998), future action is affected by doing reflection continuously through looking back and making sense of learning. Taylor presents reflection as a stage in the learning process which occurs after an activity has been done towards the latter part of a one-semester course, for instance (Taylor, 1981 as cited in Boud et al., 1985).The capacity to reflect is developed to different stages in different people and it may be this ability which characterizes those who learn effectively from experience.

Continuous, connected, challenging, and contextualized are the principles of good and meaningful reflection practices (Eyler, Giles, and Schmiede, 1996).Continuous means reflection must be ongoing. Then connected means reflection links academic goals and intellectual development. Next, it is challenging because reflection provides an opportunity to explore uncomfortable and unfamiliar feelings and ideas. Moreover, contextualized means reflection can occur in various forms such a meaningful way.


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Reflection supports students to recognize their experiences so that they can integrate their experience and learning process. Gibson (2012) describes that reflection is aimed at helping the students to consider events that have occurred in the past and then use that evidence to enhance the learning situation in the future. This allows students to respond to experiences using a more critical thinking, challenge themselves to experience personal growth and development, and share their opinions and feelings with their friends. Watson (1996) describes that reflection takes students to think and action a step beyond what they usually do. This is important to draw upon learners' prior experience and to provide opportunities for them to be engaged actively in what they are learning.

b. The Process of Reflection

Reflection is a form of response of the learner to their experience (Boud et al., 1985). There are two main components: the experience and the reflective activity based upon the experience. Boud et al. (1985) says that one of the most important ways to enhance learning is to strengthen the link between the learning experience and the reflective activity which follows the learning. Kolb (1984) describes that it is important to combine action and engagement with reflective thinking to develop greater understanding. The process of reflection has a reflective, theoretical and practical side; without reflection, it is hollow and without practice it is empty.


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Figure 2.1 AModel of Reflection in the learning process (Boud et al., 1985)

Figure 2.1 shows that the process begins with experiencing the experiences in an activity in which they produce some information about their behavior, ideas, feelings or perhaps their values (Boud et al., 1985). The goal in the first stage is to

develop participants’ common base of information or experience to use in the

discussion that follows.

The next stage is the reflective processes, it consists of three elements which are important in the reflective process. According to Boud et al. (1985), the first element, returning to experience is the replaying of the past experience in the mind of the learner. This activity can help students to get better understanding of their past events and help to ensure that our reflection is onthe basis of the actual events as we experienced them at the time, rather than in terms of what we wished had happened. Each individual may have had a different experience, even though they participated in the same activity. Boud et al. (1985) also notes that describing


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events can bring us to an awareness of the feelings presented during the initial experience.

The second element, attending to feelingshas two aspects: using positive feelings and removing obstructing feelings (Boud et al., 1985). The use of positive feelings involves focusing on positive feelings about learning and the experience which is subject to reflection. This may involve the conscious recollection of good experiences, attention to pleasant aspects of the immediate environment, or the anticipation of the possible benefits to be derived from the processing of events. The use of our positive feelings is particularly important as they can provide to help us seeing events more sharply and they can provide the basis for new affective learning. According to Boud et al. (1985), removing obstructing feelings is a necessary precursor to a rational consideration of events. It involves whatever needs to be done in order to remove impediments to a thorough examination of the experience.

Then, the third element is re-evaluating experience which, although it is the most important, is often not completed if the preceding two are omitted. Some form of evaluation might have taken place at the time of the experience and may in the learner's mind be part of the experience itself. In this critical stage, students begin to examine what are the obstacles they experienced and why it can be happened. The question can be focused on the meaning or importance of the activity, for example what kinds of things happened and why?. The discussion might lead a participant to be a good communicator and they can recognize their


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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), 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,


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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.


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Moreover, Gebhard and Oprandy (1999) explain four avenues to self-awareness namely problem solving, seeing what happens, seeing what it is, and clarifying feelings. The first avenue is problem solving. Being aware of their learning, students need to solve problems they face. As an instance, there is a student who gets a bad mark for a particular subject. The student tries to understand what causes the bad mark. The student finds that he rarely studies the subject. Then he tries to solve the problem by studying more to understand better. Here, the student changes his behavior and gains awareness of his own learning and practice to solve his problem.

The second avenue is seeing what happens in the learning can be done by trying the opposite to the usual things. For example, a student usually reads the materials before the class that helps him a lot in his earning. To see what happens in the learning, he needs to do the opposite by coming to class without reading the materials in advance. Through this, self-awareness can be obtained.

The third avenue is seeing what it is. In this avenue, there are two-lane avenues to obtain the self-awareness. The first is contrasting what we do with what we think we do. To accomplish this, keeping record of what we have done is needed. Here, students can obtain their self-awareness by writing a reflection. The second lane is considering what we believe in light of what we do. It deals with

finding out whether student’s beliefs match the actual processes or not. For

example, a student believes that he has done the best he could in the exam. He

believes that he will get good mark. In fact, he doesn’t get good mark for his exam


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students can see what the learning is by contrasting what we do with what we think and considering what we believe in what we do.

The last avenue to self-awareness is clarifying the feelings. By exploring their feelings of the learning, students are able to gain learning awareness. The feelings about thing are able to affect the behavior. Hence, clarifying the emotional side is needed and reflections are suited to this avenue.

B.Theoretical Framework

The theories above are the basis that is used by the researcher to answer the research problem of this study. There is one research problem in this study; how did students’ reflection enhance their self-awareness in learning structure II. The researcher uses Boud’s reflection model theory in order to guide the participants in doing good reflection. Boud et al. (1985) designs a reflection model in the learning process because it is important to combine experience and reflection to gain good outcomes and develop greater personal development.

To find out the use of reflections in enhancing the students’ awareness, the researcher divided the discussion into some parts. The first, to figure out the

students’ awareness of many problems they faced in learning structure, the researcher uses Walker’s statement about reflection helps students to be more aware in recognizing situation. The second, in order to discover the students’ awareness of problem solving strategies, the researcher uses Gebhard and

Oprandy’s (1999) theory about problem solving skill. The third, to find out the intrinsic motivation that appeared in the reflection, the researcher uses Brown’s


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(2007) statement of internal interest and satisfaction which is refers to intrinsic motivation. The last, to know the importance of reflecting student’s feelings in learning, the researcher uses Gebhard and Oprandy’s (1999) theory about the


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18

CHAPTER III

METHODOLOGY

This part discusses the methodology of the research. It comprises the research method, research setting, research participants, research instrument and data gathering technique, data analysis technique, and research procedure.

A.Research Method

This research aims to investigate the use of reflection to enhance students‟

self-awareness in learning structure II. Therefore, the method of this study is descriptive qualitative research. According to Merriam (2002), the key of qualitative research comes with the idea that meaning is constructed by individuals in interaction with their world. Ary et al. (2010) says qualitative research has words and images of the data form. Fraenkel and Wallen (2009) support that one of qualitative research characteristics is that the data form consists of words and images. A qualitative approach was chosen in this study because it could provide a deeper understanding of social phenomena that would be obtained from purely quantitative data (Silverman, 2005).

In addition, the idea of the study is to identify the use of reflection to

enhance students‟ self-awareness. There were some types of qualitative research and the researcher employed descriptive research as the method in this research. According to Burns and Grove (2003), descriptive research is designed to provide


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a picture of a situation as it naturally happens. Then, Burns and Grove (2003) describe a qualitative approach as a systematic subjective approach used to describe life experiences and situations to give them meaning. Moreover, Holloway and Wheeler (2002) refer to qualitative research as a form of social enquiry that focuses on the way people interpret and make sense of their experience and the world in which they live. Researcher used the qualitative approach to explore the behavior, experiences and feelings of people. For the purpose of this research, descriptive research was used to obtain a picture of the

use of reflection to enhance students‟ self-awareness in learning Structure II. Because of that reason, the researcher chose descriptive qualitative research as the method and qualitative approach in this research.

According to Merriam (2002), there are four strategies for promoting validity and reliability in a qualitative research namely triangulation, member checks, peer reviews, self-reflexivity or researcher‟s position. Those strategies ensure for adequate treatment in a qualitative research inquiry and it can support the findings of a research. However, the researcher only used one strategy namely

member checks. According to Merriam (2002), member checks is “taking data

and tentative interpretations back to the people from whom they were derived and

asking if they were plausible.” (p.31). In the reflection process and interview

section, the participants were asked confirmation about interpretation of the data. The researcher asked whether the interpretation acceptable or not.


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B.Research Setting

The research was conducted in the second semester of the 2015/2016 academic year. The setting was in Sanata Dharma University. It was chosen because the researcher is a student in Sanata Dharma University and this helped the the research to process the research. The researcher chose to do a research in Structure II because that was a transition experience from the first prerequisite subject. The reflection as a process in the learning process which occurs after important activity has taken place, towards a one-semester course, for instance (Taylor, 1981 as cited in Boud et al., 1985).

The data gathering was done five times for each participant since there were three respondents in this research. Therefore, there were fifteen meetings in this research. Besides, the time for meeting was flexible in purpose of making participants feel comfortable and free to share their experiences. The research began from the middle of February until the beginning of April. The meeting was explained in the following table.

Table 3.1 The Meeting Schedule

AL February 19

2016 February 26 2016 March 11 2016 March 18 2016

April 1 2016

DE February 20

2016

February 27 2016

March 12 2016

March 19 2016

April 2 2016

SA February 21

2016 February 28 2016 March 13 2016 March 20 2016


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C.Research Participants

The researcher used non-probability and purposive sampling. According to Parahoo (1997), in non-probability sampling researcher uses their judgment to select the subjects to be included in the study based on their knowledge of the phenomenon. In addition, the sample of purposive sampling has been chosen for a specific purpose (Cohen, Manion, and Morrison, 2007). The researcher chose the

samples which fulfilled the researcher‟s specific needs. In order to answer the

research problems, the participants of this research were three students of ELESP, Sanata Dharma University who received a D in the prerequisite subject. The researcher chose the students who received a D because the researcher thought that it was easier to identify the progress of the research.

There were three students accepted and confirmed that they were willing to be participants in this research. Holloway and Wheeler (2002) say that sample size does not influence the importance or quality of the study and there are no guidelines in determining sample size in qualitative research.

D.Research Instrument and Data Gathering Technique

In this section, the researcher discusses the instruments used in this

research. The researcher used the students‟ reflection and interview technique to

collect the data, so the data were in the form of reflections and interview transcript. In descriptive research, the researcher was the primary data collection instrument because the data from participants were words in the context of the research problem (Holloway & Wheeler, 2002). The advantages of the „human


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instruments‟ are the researcher can have adaptability, responsiveness, knowledge, ability to handle sensitive matters, ability to see the whole picture, ability to clarify and summarize (Lincoln and Guba, 1985). It aims to collect the detailed

description of participants‟ experience. According to Fraenkel & Wallen (2012),

the participants‟ written and oral self-report can also be evaluated. The researcher used two instruments for the data gathering techniques. The researcher used reflection and interview from the participants.

1. Reflection

In order to get information about the use of reflection to enhance students‟ self-awareness, the researcher asked the students to write some reflections. In this

research, the researcher used the students‟ reflections as the document to collect

data. Documents are good data collection because they can provide good descriptive information (Ary et al., 2010). In addition, Bernard (1988) has similar description about document study that it has always been an important component of qualitative research. The document study has advantages such as it is flexible and it allows the access to subjects that may be difficult to research through direct personal contact. There were some questions of the reflection to know the participants‟ experience in details during Structure II. The question of the reflection should cover participants‟ understanding of the experience so they would get benefits. The first benefit is reflection allows us to put and to use what students learn from experience (Gardiner as cited in Tarvin, 1991). The second

benefit is reflection helps raise students‟ awareness as learners and to see that we


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students‟ learning involvement in their own learning because they begin to

perceive the purpose for their assignment (Campbell, 2000).

2. Interview

In order to get better understanding of the participants‟ refection, the

researcher conducted interview. The researcher used interview as secondary data to support the main information about the use of reflection to enhance students‟ self-awareness in learning Structure II. Interview is a suitable instrument to know

deeper about people‟s experience (Ary et al., 2010). In order to gather the data,

this interview used open-ended items. Open-ended questions have a number of advantages: they are flexible; they allow the participant to review so that she may go into more depth; they enable the interviewer to test the limits of the

participant‟s knowledge; they encourage cooperation and help establish rapport; and they allow the interviewer to make a truer assessment of what the participant really believes.

The researcher used Bahasa Indonesia or the participants‟ first language to conduct both the reflection and the interview. The reasons why the reflection and the interview were conducted in Bahasa Indonesia as the first language were the researcher wanted to know the truth about participants‟ experience without misconception. Then, Bahasa Indonesia made participants comfortable to write what they had felt and experienced.


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E.Data Analysis Technique

The data analysis technique that the researcher used to analyze the data in this study was Analytic Phases in qualitative research by Yin (2011). There were five steps, namely compiling, disassembling, reassembling (and arraying), interpreting and concluding.

1. Compiling

The first phase of qualitative data analysis process is compiling. The researcher should start by sorting the field notes amassed from your fieldwork and other data collection (Yin, 2011). The function of this step is to make the

researcher understand the condition of the participants‟ experiences. In this step,

the researcher needed to read and listen to the data for many times to get better understanding about the data. Then, for oral data from interview, the researcher made transcripts to be read many times. Compiling, means putting them in some order and then the finished compilation might be considered a database (Yin, 2011).

2. Disassembling

The second phase of analytic phase is disassembling. This step calls for breaking down the compiled data into smaller fragments or pieces, which may be considered a disassembling procedure (Yin, 2011). The procedure is, the researcher should choose new labels or codes to the fragments or pieces. However, the researcher could choose to use coding or no coding because there is no fixed process on how researchers do the disassembling. In this research, the


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researcher did not use coding in disassembling data. The researcher directly analyzed the original data and made notes.

3. Reassembling

This third phase may be considered a reassembling procedure. The researcher used the substantive themes to recognize the disassembled fragments (Yin, 2011). The rearrangements and recombination may be facilitated by depicting the data graphically or by arraying them in list of the theme.

4. Interpreting

The fourth phase is interpreting the reassembled data. This step involves using the reassembled material to create a new narrative, with accompanying tables and graphics and it will become the key analytic portion of your draft manuscript (Yin, 2011). Initial interpretations may lead to the desire to recompile the database in some fresh ways, or to disassemble or reassemble the data differently. All of these sequences are represented by the respective one-way and two-way arrows.

5. Concluding

The fifth and final phase is concluding. It calls for drawing the conclusions from the entire data. Such conclusions should be related to the interpretation in the fourth phase and through it to all of the other phases of the cycle (Yin, 2011).

The diagram of five phases of analysis and their interaction can be seen in Figure 3.1. The process of five phases is not linear because the diagram has two


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types of arrows, which are one-way and two-way (Yin, 2011). The two arrows means the researcher could go back in particular phases.

Figure 3.1 Five Phases of analysis and their interaction (Yin, 2011)

F. Research Procedure

Several steps were passed by the researcher in conducting this research which are explained as follow.

1. Asking Permission

The researcher gave consent form which the content was about asking permission to the participant who got D in Structure I. Afterwards, the researcher asked permission to the Structure II lecturer to get some information about the participants.


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2. Preparing the research instrument

There were two research instruments used by the researcher, namely reflection and interview. The reflection was designed to get the data needed. Then, the interview was conducted as the evidence of the reflection.

3. Using the instrument

The researcher asked the participants to make reflection. The reflection

was to share the participants‟ experiences in Structure II, understand their

weaknesses and strengths, and explore the information in depth. It was held on 19th February until 3rd April, five times for each participant. Furthermore, the interview was to support the reflection. It was held on the last meeting of this research. The reflection and interview were done in Bahasa Indonesia in order to prevent the misunderstanding of the participants about the questions and answer. It made the participants feel more comfortable to answer and share their experiences honestly.

4. Analyzing the data

The data obtained from two phases, namely analyzing document results of students‟ reflections and interviewing three students, were analyzed by comparing them to the theories. Then, the researcher reported the results of data analysis in research results and discussion after completing all procedures.

5. Making Conclusions

The researcher made conclusions from the results after analyzing the data. That was used to see whether the research problems were answered.


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28

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents and discusses the results of the research which are obtained from the reflection and the interview guided by the researcher. The researcher elaborated the use of reflection to enhance the students‟ self-awareness into four main parts. First, the researcher discussed the students‟ awareness of many problems they faced in learning structure. Second, the researcher discussed

the students‟ awareness of the importance of problem solving strategies in

learning. Third, the researcher elaborated the intrinsic motivation that appeared in the reflection. The last, the researcher deliberated the importance of reflecting

student‟s feelings in learning.

There were five phases conducted in this study, namely compiling, disassembling, reassembling, interpreting and concluding. After conducting the first and the second phase, the researcher moved to the third phase, namely reassembling. In this phase, the researcher clustered the data into four substantive

themes. The themes are all about the use of reflection to enhance students‟ self

-awareness in learning structure II.

A.Reflections Raise Students’ Awareness of the Problems They Faced in Learning Structure

This part discusses the problems faced by the students in learning Structure II. In this part, there are five problems namely poor time management,


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no willingness, grumble, lack of memorization, and difficulty in understanding of the material.

The first student, AL, said that she had poor time management. In the statement, she had a lot of tasks. However, she also joined some organizations in her campus. AL also said that she got tired easily after attending organization, so she was not interested in studying. She could not handle her time well in order to balance her study time and organization time.

“Di minggu kedua ini aku ngerasa pengaturan waktuku kacau. Aku

mulai ikut organisasi di kampus dan itu bener-bener buat capek. Aku jadi males buat belajar karena udah capek duluan. Nah, waktu kumpul organisasi itu sehari sebelum kelas Structure, jadi kadang

aku ngerjain tugasnya di kelas.” (AL, day 2)

In the second week, I felt that I had poor time management. I started to join organization in the university and it made me very tired. I was lazy to study because I had already tired. In addition, the time for organization was a day before structure class, so sometimes I did the tasks in the class. (AL, day 2)

Then, the second student, DE, also experienced poor time management. However, DE‟s experience was different from AL. In the statement, DE explained that she had poor time management in learning structure, because she spent most of her time to hang out with her friends and did not pay much attention about her tasks and her study time. It was difficult for her to understand the material because she did not have enough time to study the material. Her bad time management caused her not focus on studying.

“Masalah terbesarku yaitu pengurusan waktu yang jelek banget. Karena aku sukanya pergi jalan-jalan sama temen-temenku jadi aku enggak peduli sama tugas-tugas. Dan itu membuatku keteteran dengan tugas-tugas yang seabrek dan enggak ngerti cara


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ngerjainnya. Gimana mau ngerti karena belajar aja enggak

pernah.” (DE, day 1)

My big problem was time management. Because of I like to hang out with my friends so I did not care about my tasks. It made me could not overcome many tasks and did not know how to solve it. How could I understand if did not study. (DE, day 1)

Besides, DE said that she was procrastinating her time to study. DE was not having eagerness to study or practice by her own. She stated that she never

studied or practice without lecturer‟s instruction, which means she always studied

or practiced if her lecturer gave them some instructions. Unfortunately, DE knew that she had a task from the lecturer but she still procrastinated her time to do it.

Here is the example of the DE‟s reflection in day 3.

“Aku pernah dimarahi oleh dosen karena enggak bikin

tugas.Sebenernya itu karena aku nunda buat ngerjainnya sampe aku lupa buat ngerjain.(DE)

She has ever been scolded by the lecturer because I did not work on my tasks. Actually it was because I procrastinated to do it until I forgot to do it. (DE)

After that, the third student, SA, had same problem with DE in managing his time. SA said that he was lazy and he tended to be a procrastinator. He chose to use his time to do useless thing like playing game or watching soccer in late night. SA said that he liked to study a day before the test. He argued that the treatment above helped him to memorize the material. However, the material just lasted only for a moment and then he forgot it after the test. Here is the example


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“Aku enggak pernah belajar kalau enggak ada tugas dan aku biasanya belajar malemnya kalau ada tes atau kuis.Ya memang sih nyantol tapi banyak lupanya.Hal itu membuat nilaiku enggak

maksimal.”(SA)

I never studied unless I had homework and I usually study a night before quizzes or tests. In fact, I could remember it in short time and easily to be forgotten. It made my achievement was not good. (SA)

All of the students faced the same problem that was poor time management. Although they had same problem, each student had different experiences.

Then, the second and the third problems faced by the students were lack of memorizing ability and difficult in understanding the course. Here are the

examples of AL‟s reflection in day 1.

“Ada banyak banget masalah saat aku belajar Structure. Saking banyaknya aku tidak bisa mengatur dan menyelesaikan semua permasalahanku. Aku sering kabur dari masalahku di kelas Structure. Alasan utama yang aku punya adalah aku tidak mengerti pelajaran itu dan itu membuatku sulit untuk mengingat mengenai pelajaran itu. Misalnya aku belajar tentang perfect tense, aku tau rumusnya kayak gimana tapi kalo pas ngerjain soal tanpa liat catatan pasti aku kebalik-balik sama rumus tenses lain. Aku juga tidak ngerti perfect tense itu kapan digunakan. Lalu, menurutku

penjelasan dosen itu gak jelas.”(AL)

There were many problems when I learned Structure. Therefore, I could not handle and solve my problems. I usually escaped from my problems in structure class. The main reason was because it was difficult to be understood and it made me difficult to memorize that subject. For example, I studied perfect tense, I knew the patterns but when I did a task without saw my note I was confused with other tenses. I also did not understand when perfect tense is used. Then, I

thought the lecturer‟s explanation was not clear. (AL)

Aku juga punya masalah lain yaitu dalam hal mengingat materi


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perfect tense, karena V3 jarang dipake sebelumnya jadi aku merasa

tidak familiar.” (AL)

I also had another problem in memorizing new material quickly. For example I could not remember the V3 from perfect tense, because V3 was seldom to be used before so I felt unfamiliar. (AL)

AL explained that she had problem in learning structure. She said that she had difficulty in understanding new material when doing tasks without seeing her notes. It was confusing for her to choose the right tenses used in sentences. It was difficult for her to memorize all of the material because they were unfamiliar for her.

The second student, DE, also had problem in understanding the material. She said that Structure has many patterns and its functions which made her confused. She explained that she usually confused to detect the right pattern used in the error analysis.

“Aku suka bingung kalotugas error analysis. Kan gak ada

instruksinya kalo harus pake pattern yang mana sama pas nyocokin

ke soalnnya yg susah dimengerti.” (DE, day 2)

I was confused in the tasks of error analysis. There was no instruction to use what pattern and when match the pattern and the task which was difficult to be understood.” (DE, day 2)

Next, the fourth problem faced by the third student, SA, was no willingness to study Structure. SA explained that he had problem in willingness to study Structure. It was difficult for him to gain willingness to study because he thought that structure was really difficult to be understood. However, he said that he also did not have willingness to open the book because he said that his book


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was only a secondhand book from his brother. The appearance of the structure book was not in a good quality.

“Sebelumnya aku enggak niat belajar, aku pikir kok susah amat

Structure buat di pelajari.Boro-boro belajar buat Structure niat buat buka bukunya aja enggak.Buku yang aku punya itu lungsuran dari kakak tingkat jadi bukunya kucel dan udah gak jelas.(SA, day 1) I had no intention to study before, because I thought it was difficult. Not only had no intention to study Structure, but I also had no intention to open the Structure guideline book. (SA, day 1)

Then, the last problem was grumble. The student who had problem in grumbling is AL. She explained that she usually grumbled about difficult tasks before trying to answer it. She also grumbled about her structure class schedule because it was started in the early morning. She said that she was ever absent from the class because she came late.

“Biasanya aku suka mengeluh tentang tugas-tugas sulit yang dikasih dosen. Terus mbak kelas structure ku itu pagi jadi sering mepet datengnya, pernah aku dateng telat dan aku tidak boleh ikut sama

dosenku.” (AL, day 3)

I usually grumbled about some difficult tasks from the lecturer. Then, my structure class was early morning so I often came close to the time. I ever came late and the lecturer told me not to join the class. (AL, day 3)

Based on the result of students‟ reflections, all of them said that they found

some problems. The problems were poor time management, no willingness, grumble, lack of memorization, and understanding the material. Walker said that reflection helps students to be more aware in recognizing situation which might lead them to deeper insights (Walker as cited in Boud et al., 1985). In this case, the situation refers to the problem faced by the students and they recognized their


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own problem in learning Structure. It proves that reflections raise students‟ awareness of the problems they faced in learning structure.

B.The reflections raise students’ awareness of the importance of problem solving strategies in learning Structure

This part discusses students‟ awareness of the importance of problem

solving strategies in learning Structure. Problem solving strategies is needed by the students to overcome their problems. Each student has different strategies to solve their own problems. Based on the problems faced by the students, they had to solve their problems in order to develop their learning. The first problem was poor time management. Here were the problem-solving strategies used by the students to overcome their learning obstacles.

AL said that she had poor time management to study because of her campus organization schedule. After doing reflection, AL tried to overcome her problem by making agenda to help her in recognizing her study time. She explained that agenda could help her in managing her study time. She listed her leisure time and tried to study on it. After that, she could take rest after attending organization in her campus because she had already study Structure.

“Aku mulai nulis kegiatan dan waktu luang ku dalam seminggu. Nah

dari situ aku tau kalo hari jumat sama sabtu aku punya waktu buat belajar. Sekarang kalo pulang organisasi aku bisa langsung tidur

karena udah belajar kemarennya.” (AL, day 2)

I started to list my activities and my leisure time in a week. Then, I knew that on Friday and Saturday I had time to study. Now, I can

take rest after attending organization because I had already studied.”


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Then, DE had poor time management because she spent most of her time to hang out with her friends and did not pay much attention about her tasks and her study time. In the process of the reflection, she found that she was careless about her study and she decided to solve her problem by managing her time. She tried some strategies to solve it. DE strategy was almost same as AL, she made agenda. First, she listed all of her activity except basic activity and the detail time. Next, she tried to decrease some useless activity and increase beneficial activity. She began to decrease her hangout activity and increase her study time. This activity helped her to realize that she had some destructive attitudes and to think the solution to decrease it. Here is the DE‟s reflection in day 1.

“Solusi yang bisa aku lakuin yaitu mencoba mengatur waktu buat

belajar.Aku harus mencoba untuk berlatih untuk dapat pemahaman yang mumpuni mulai dari sekarang. Aku enggak mau tertinggal sama teman-teman kelasku. Pertama-tama aku niru temen kelasku yang selalu menulis jadwal kegiatannya di buku agendanya. Aku membuat buku agendaku sendiri dan mulai menulis kegiatan yang aku lakukan dalam satu hari, lalu aku melihat kalo perbandingan jalan-jalan sama belajar gedean jalan-jalannya. Jadi, aku mulai deh untuk mengurangi jalan-jalan dan menambah waktu untuk

belajar.”(DE)

The solution which I could do was managing my time to study. I should try to practice from now to get better understanding. I did not want to be left behind by my classmates. First, I imitated my classmate who always wrote her activity on her book. I made my report book and started to write my activity all day on it. Then I saw the percentage of hang out and study, and I found that I spent many time for hang out. Therefore, I began to decrease time for hang out and increase time for study. (DE)

Then after doing reflection, DE found her weaknesses namely poor time management. However, she found some ways to solve her problems such as made report book, wrote activity with the detailed time, and evaluated the activity. She


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decreased hang out time which she considered as her obstructing activity and she increased her study time as beneficial activity. It means that her self-awareness of her problem solving skill was enhanced. It could be seen from her changes in behavior with her action to be better than her past.

Moreover, DE said that she had ever been scolded by the lecturer because she procrastinated her time until she forgot to do the tasks. Then, she decided to change it. She did the exercise first even before the lecturer made it as the assignment as her. Therefore, when the exercise became the assignment DE had already finished it. Here is the DE‟s reflection in day 3.

“Nah, jadi aku sekarang selalu ngerjain latihan sebelum jadi

tugas.Biar kalo itu jadi tugas aku udah selese duluan.Urusan bener

salahnya belakangan.”(DE)

Therefore, I always did the exercise first even before it became the assignment. Then, if it became the assignment I had already finished it. The answer was wrong or true it would be thought later. (DE)

In addition, SA said that he was a lazy person and a procrastinator. He could not manage his time to study. He liked to play games and watch soccer in night. After doing reflection, he decided to make a change to be a diligent person by studying the material from the lecturer. He recognized that his bad score were made because of his attitude. Here is SA‟s reflection in day 2.

“Aku adalah tipe orang yang males belajar tapi menginginkan nilai

yang tinggi. Tapi setelah aku melakukan refleksi ini pikiranku jadi terbuka untuk melihat dunia dari segi yang realistis.Setiap ada pengumuman kuis untuk minggu depan, aku mencoba untuk berlatih setiap hari dengan tujuan agar aku familiar sama tipe-tipe

pertanyaan sesuai topik.” (SA)

I was a lazy person who difficult to study but I wanted high score. After I did reflection, my mind was opened to see the world in


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realistic side. If there was an announcement of quiz for next week, I tried to practice every day in order to make me became familiar with many kinds of questions in the topic. (SA)

Then, the second and the third problems faced by the students were lack of memorizing ability and difficult in understanding the course. There were two students who experienced these problems, they were AL and DE. In the process of reflection, AL tried to solve her memorizing problem by removing her obstructive feeling which was being unfamiliar with new material. She did it by doing some strategies. First, she read in the internet about V3 because she thought that the example in the book was limited. Then, she tried to listen to western music to find some past participle verbs. When she found those verbs, she put them in her notebook. AL also tried to solve her problem in understanding material by doing some exercises about perfect tense from internet, book, and material from the lecturer. Here is the evidence of AL‟s reflection in day 1.

“Solusi yang aku punya adalah baca di internet tentang V3 dan

perfect tense.Intinya sih biar aku familiar dan lebih paham tentang perfect tense karena penjelasannya lebih mudah dimengerti dan juga banyak soal latihan.Aku juga jadi suka dengerin musik Barat dan mencatat V3 yang aku temui di lirik untuk lebih mengenal dan memahami penggunaannya.Tetapi aku juga tidak lupa untuk belajar

dari buku Betty Azhar dan materi yang diberikan oleh dosen.”

The solution that I had is reading from the internet about V3 and perfect tense. The main part was to make me familiar and understand perfect tense because the explanations were easy to be understood and there were many tasks. I also like to listen to western music and noted V3 which I found in the lyric to know and understand more the use of it. However, I also did not forget to study from Betty Azhar‟s


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After doing reflection, AL could find her problems namely understanding and memorizing the material which were caused by unfamiliar verbs. She also found ways to solve her problems such as studying from internet, book, material from her lecturer and listening to the western music. It means that her self-awareness of her problem solving was increased. Besides, she also made a commitment to her action.

In addition, DE also had problem in understanding the material. Although DE had same problem with AL, she had her own strategy to solve her problem. She explained that she usually confused to detect the right pattern used in the error analysis. Then, she had strategy to overcome her problem. She added her study and practice time. She browsed on the internet to the material which related with error analysis.

“Kayaknya aku harus menambah jam belajar sama latihanku karena

aku masih belum menguasai materi. Aku juga akan cari-cari materi terkait untuk latihan biar pas aku ngerjain error analysis aku

enggak bingung lagi.” (DE, day 2)

“I thought that I need to add my study time because I did not master

the material yet. I will also search the related material in the internet so that I was not confused to do the error analysis. (DE, day 2)

AL and DE‟s reflections above showed that they had already used strategy

to solve their problem in understanding and memorizing the material.

The next problem was SA explained that he had no willingness to study Structure. In the process of reflection, SA tried to solve his willingness problem. He did some strategies such as tried to read from the internet to replace his book and watching video about the material to get better understanding and willingness


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to do his tasks. He said that it could help him in gaining willingness because video was more attractive than a book, so he could start to think about study Structure. He also tried to do his tasks after he got new understanding from the video and internet.

Aku memiliki beberapa cara untuk mengatasi masalah dengan niat

ku ini. Sebelumnya aku sudah mencoba berbagai cara tapi tetap nggak bisa, tetapi dengan cara yang ini aku bisa sedikit mulai tertarik. Cara-cara yang aku lakuin itu baca dari internet untuk mengganti buku ku yang sudah jelek, sama liat video tentang materi untuk dapet pemahaman yang lebih baik sama niat buat ngerjain tugas. Itu membantu sih buat aku karena menurutku penjelasan di video lebih menarik sama gampang di mengerti dibandingkan baca

buku. Setelah, dapet pemahaman barudeh nyoba ngerjain tugas.”

(SA, day 2)

I had some strategies to solve my willingness problems. I had tried many strategies before, but it could not work on me. However, with these strategies I could try to begin interesting. The strategies were read in the internet to replace my bad book, and watch video about the material to get better understanding and willingness to do my tasks. It worked on me because the explanation in the video was more attractive and easy to understand than read a book. After getting understanding then I tried to do my tasks. (SA, day 2)

After doing reflection, SA could find his problem namely lack of willingness. He also found strategies to solve his problems such as reading article in the internet and watching video about the material. He said that it could help him to get better understanding and increase his willingness to study structure. It means that his self-awareness of her problem solving was enhanced and it can be seen from his commitment to action.

Then another problem faced by AL was grumbling. AL explained that she grumbled for many times, but she did not get the answer of her tasks. It just made her to think negatively about other thing. It also happened to her schedule. She


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Appendix F

Interview Blueprint

No Questions Underlying Theories

1 Bagaimana pengalaman anda setelah melakukan proses refleksi?

Boud et al. (1985) states that experiencing the experiences in an activity in which they produce some information about their behavior, ideas, feelings or perhaps their values. The goal in the first stage is to develop participants’ common base of information or experience to use in the discussion that follows.

2 Ceritakan bagaimana perasaan anda setelah melakukan proses refleksi?

According to Boud et al. (1985), The second element, attending to feelings has two aspects: using positive feelings and removing obstructing feelings. Use of positive feelings involves focusing on positive feelings about learning and the experience which is subject to reflection.

3 Menurut pengalaman anda, apakah hasil yang dapat diperoleh dalam membuat refleksi terkhususnya saat belajar Struktur?

Boud et al. (1985) describes that the important thing is 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.


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Appendix G

Interview Results

Interview Result of Research Participant AL

No Questions Results

1 Bagaimana pengalaman anda setelah melakukan proses refleksi?

Pengalaman yang aku rasakan campur aduk banget. Mulai dari terima panggilan dari mbak untuk ikut penelitian ini. Awalnya aku bingung mau ikut atau enggak, tetapi setelah mbak memberi penjelasan mengenai penelitian ini aku jadi tertarik dan bersedia untuk mengikutinya sampai selesai. Saat refleksi pertama kali aku bingung mau menulis apa dan bagaimana formatnya, untung saja mbak memanduku agar aku tidak kehilangan arah. Hari demi hari, apa yang aku tulis di refleksi-refleksiku mulai membawa perubahan. Dari aku yang males untuk belajar Structure, sampai jadi orang yang suka belajar hampir setiap hari. Proses ini juga mengajarkan aku untuk menjadi pribadi yang positif dan berani. Aku dapat menuliskan semua yang aku rasakan, semua kelemahan dan kelebihan yang aku miliki. Yang terpenting dari proses ini adalah aku belajar dari enggak mampu jadi mampu. Aku berhasil mewujudkan keinginanku. 2 Ceritakan bagaimana

perasaan anda setelah melakukan proses refleksi?

Aku merasa beruntung karena mbak telah memilih saya untuk menjadi partisipan dalam skripsi mbak. Aku mengalami banyak cobaan dalam meraih keinginanku tetapi hal itulah yang membuatku kuat dan berani menghadapi masalah yang sulit. Refleksi ini sangat membantuku untuk menjadi orang yang percaya diri dan hal itu membuatku sangat senang.

3 Menurut pengalaman anda, apakah hasil yang dapat diperoleh dalam membuat refleksi

terkhususnya saat belajar Struktur?

Hasil yang aku dapet itu nilai yang memuaskan dan pelajaran berharga dalam memanfaatkan dan mengatur waktuku. Selain itu aku juga dapat bersosialisasi denga teman-teman dan menjadi lebih percaya diri.


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Interview Result of Research Participant DE

No Questions Results

1 Bagaimana pengalaman anda setelah melakukan proses refleksi?

Pengalaman yang aku rasain itu berkesan banget deh pokoknya. Aku awalnya bingung, untuk apa sih kita menulis banyak banyak tentang kegiatan, masalah sama lainnya. Tapi, beneran gak percaya kalau ternyata refleksi ini bisa membangkitkan daya belajarku. Aku yang tadinya cuek sama Structure, sekarang bisa lebih menghargai dan memberikan waktu buat belajar. Orang tuaku juga jadi bangga sama aku karena nilaiku jadi bagus.

2 Ceritakan bagaimana perasaan anda setelah melakukan proses refleksi?

Perasaanku tentu saja bahagia karena sudah di panggil untuk mengikuti proses yang luar biasa ini. Karena refleksi, aku bisa tahu tentang diriku lebih dalam. Nggak hanya sampai disitu saja, aku juga merasa sangat senang karena sukses menerapkan refleksi didalam kehidupan belajarku dan bonusnya adalah nilaiku yang melejit naik.

3 Menurut pengalaman anda, apakah hasil yang dapat diperoleh dalam membuat refleksi

terkhususnya saat belajar Struktur?

Aku dapet banyak banget dari releksi ini. yang pertama aku udah bisa ninggalin kebiasaan burukku yang suka keluyuran gak jelas. Terus aku juga mengatasi masalahku sendiri tanpa bantuan orang lain. dan aku juga merasa termotivasi terus untuk mendapat nilai yang lebih baik lagi.


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Interview Result of Research Participant SA

No Questions Results

1 Bagaimana pengalaman anda setelah melakukan proses refleksi?

Pengalamanku dalam menulis refleksi ini, aku bisa mengeal apa saja masalah yang sering aku hadapin saat aku belajar terkusunya di kelas Structure. aku ngerasa bener-bener gak bisa untuk dapet nilai bagus. Tapi setelah melakukan refleksi, ternyata kebiasaan buruk yang aku punya yang menghambat perkembangan belajarku. Di refleksi ini aku juga belajar bagaimana cara menyelesaikan masalah yang aku miliki. Walaupun nggak semuanya bisa diatasi, paling nggak aku udah mencoba untuk menyelesaikannya.

2 Ceritakan bagaimana perasaan anda setelah melakukan proses refleksi?

Aku merasa senang karena bisa menjadi partisipan dalam skripsi mbak. Aku sadar bahwa aku memilii bayak kekurangan. Refleksi ini membantuku untuk belajar tentang diriku lebih dalam lagi dan berusaha untuk menjadi orang yang percaya diri dan tidak malas lagi.

3 Menurut pengalaman anda, apakah hasil yang dapat diperoleh dalam membuat refleksi

terkhususnya saat belajar Struktur?

Sejujurnya banyak sekali yang didapat dari menulis refleksi yaitu pertama, aku bisa mengerti kelemahan dan kekuatanku. Kedua, membatuku mengatur waktu belajarku, sehingga masalah kesulitan belajar dapat diselesaikan dan yang ketiga memberikan kesadaran diri terhadap kemampuan dan realita yang aku jalani.


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vii

ABSTRACT

Irianto, Rosa F. T. 2016. The Use of Reflection to Enhance ELESP Students’ Self Awareness in Learning Structure II. English Language Education Study Program, Departement of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.

This study analyzed the use of reflection to enhance students’ self-awareness

in learning Structure II. Reflection is aimed at helping the students to consider events that have occurred in the past and then use that evidence to enhance the learning situation in the future (Gibson, 2012). Reflection allows the students to learn more

about students’ own selves, so the students can take responsibilities to their learning

and engage in the learning process. In this study, the researcher was interested in employing reflection in Structure II course because the students are not accustomed to writing a reflection in courses which have rules like grammar. This can help the students to understand their level in learning Structure II and raise their awareness of improving their learning. As such, in this study, there is one research question to be answered: How did the students’ reflections enhance their self-awareness in learning Structure II?

This study employs qualitative research methodology. The researcher used reflection and interview as data gathering techniques to answer the research question. In addition, the data gathered were analyzed by using the analytic five-phase cycle data analysis by Yin (2011) to answer the research question. The participants of this study were three students of the English Language Education Study Program (ELESP), Sanata Dharma University who received a ‘D’ score in the previous course in academic year 2015/2016.

The findings showed that the reflections could enhance students’ self -awareness in learning Structure II. All of the students proved that reflections helped them to raise their awareness of the problems they faced in learning Structure and the importance of problem solving strategies. Moreover, reflections increase students’ awareness of their intrinsic motivation to learn structure and reflect their feelings in learning.


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viii ABSTRAK

Irianto, Rosa F. T. 2016. The Use of Reflection to Enhance ELESP Students’ Self Awareness in Learning Structure II. English Language Education Study Program, Departement of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.

Penelitian ini meneliti tentang penggunaan refleksi untuk meningkatkan kesadaran diri siswa dalam belajar Structure II. Refleksi bertujuan untuk membantu siswa untuk menilik kembali kejadian di masa lalu dan menjadikannya bukti untuk meingkatkan pembelajaran di masa mendatang (Gibson, 2012). Refleksi membuat siswa belajar tentang dirinya sendiri, maka siswa dapat bertanggungjawab pada pembelajaran mereka dan terlibat di dalam proses belajar. Penelitian ini, peneliti tertarik untuk menggunakan refleksi pada matakuliah Structure II karena siswa tidak terbiasa menggunakan refleksi dalam matakuliah yang menerapan peraturan seperti tata bahasa. Ini dapat membantu siswa untuk mengerti level mereka dalam memahami Structure II dan meningkatkan kesadaraan mereka dalam memperbaiki cara belajar mereka. Seperti dalam penelitian ini, terdapat sebuah rumusan masalah yang akan dijawab yaitu: Bagaimana penggunaan refleksi siswa dapat meningkatkan kesadaran diri mereka dalam mempelajari Structure II.

Penelitian ini menggunakan penelitian kualitatif sebagai metode. Peneliti menggunakan refleksi dan wawancara sebagai teknik pengumpulan data. Lalu, data yang sudah terkumpul dianalisa menggunakan analiytic five-phase oleh Yin (2011) untuk menjawab rumusan masalah. Peserta dalam penelitian ini adalah tiga siswa dari Pendidikan Bahasa Inggris, Universitas Sanata Dharma yang mendapat nilai D pada matakuliah prasyarat dari matakuliah Structure II tahun pelajaran 2015/2016.

Hasil penelitian menunjukan bahwa refleksi dapat meningkatkan kesadaran diri siswa dalam belajar Structure II. Semua siswa menunjukkan bahwa refleksi membantu mereka dlm meningkatkan kesadaran siswa terhadap masalah yang mereka alami dalam mempelajari Structure dan pentingnya strategi penyelesaian masalah. Selain itu, refleksi dapat meningkatkan kesadaran siswa terhadap motivasi intrinsik yang mereka miliki dan merefleksikan perasaan mereka dalam belajar Structure.