The effect of reflection on micro teaching students` teaching skill improvement in micro teaching class - USD Repository

  THE EFFECT OF REFLECTION ON MICRO TEACHING STUDENTS’ TEACHING SKILL IMPROVEMENT IN MICRO TEACHING CLASS A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

  By Arima Renny Dayu Putri Student Number: 071214024 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ART EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA

  STATEMENT 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, 21 June 2012 The Writer

  Arima Renny Dayu Putri 071214024 LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma

  Nama : Arima Renny Dayu Putri Nomor Mahasiswa : 071214024

  Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul: The Effect of Reflection on Micro Teaching Students’ Teaching Skill Improvement in Micro Teaching Class Besera perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan memplubikasikan di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

  Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada Tanggal: 19 Juli 2012 Yang menyatakan Arima Renny Dayu Putri

  ABSTRACT PUTRI, ARIMA RENNY DAYU. 2012. The Effect of Reflection for Micro

Teaching Students’ Teaching Skill Improvement in the Micro Teaching Class.

Yogyakarta: English Language Education Study Program, Sanata Dharma University.

  Weekly reflection is one of teaching and learning strategies which aim to improve students’ teaching skills. By making reflection, Micro teaching students observe their weaknesses and strengths during their teaching practices. It helps the micro teaching students to recall their teaching experiences and develop it in the next chances. However, based on the researcher’s experience there were some of Micro Teaching students who considered weekly reflection as a meaningless assignment. It is important to conduct a study which aims to find out the effect of weekly reflection on the students teaching skill improvement.

  This study investigated two problem as follows. (1) What are the contents of micro teaching students’ reflection? (2) What are significant improvements made by the micro teaching students from the first teaching practice to the second teaching practice?

  Since this research investigated the quality of the relationship between weekly reflection and the microteaching students’ teaching skill improvement, this research was included in qualitative research. In more specific, this was a survey study. The researcher collected data from a group of sixth semester students of Micro Teaching class through survey study.

  The data analysis showed that the contents of all micro teaching students’ reflection consisted of the evaluation about the weaknesses and strengths made during the teaching practices. Moreover, the 70% of respondents wrote their evaluation on method or strategy in delivering teaching and lesson or material designed for teaching learning activities. There were 10% of the respondents who wrote their goals for the next teaching practice in the reflection web blog. Moreover, there were 50% of respondent reflection that consisted of their evaluation about the improvement and development of their teaching skills. In addition, there were 30% of respondents who wrote that reflections become a plan to do action from what they learnt. The result of the second teaching practice observation revealed that there were 40% of respondents who implemented reflective teaching good. Moreover, there were 30% of respondents who reached few amount of improvements. In addition, there were 30% of respondents who did not make any improvements.

  Key words: Micro Teaching, reflcetion, teaching skill

  ABSTRAK

  PUTRI, ARIMA RENNY DAYU. 2012. Efek dari Refleksi terhadap

  

Peningkatan Kemampuan Mengajar pada Mahasiswa Micro Teaching di Kelas

Mikro Teaching. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata

Dharma.

  Refleksi mingguan adalah salah satu aktivitas pembelajaran yang bertujuan

untuk meningkatkan kemampuan mengajar. Dengan membuat refleksi, mahasiswa

Mikro Teaching akan menulis kelemahan dan kelebihan selama proses praktek

mengajar. Maka, refleksi membantu mahasiswa Mikro Teaching untuk mengingat

proses mengajar dan mengembangkannya pada kesempatan berikutnya. Namun,

sesuai pengalaman peneliti, ada beberapa mahasiswa Mikro Teaching yang

menganggap refleksi mingguan adalah tugas yang kecil manfaatnya. Maka, hal

ini penting untuk mengadakan penelitian yang bertujuan untuk menemukan efek

dari refleksi mingguan terhadap peningkatan kemampuan mengajar.

  Penelitian ini mencari (1) isi dari mahasiswa Mikro Teaching refleksi, (2)

peningkatan yang dicapai oleh mahasiswa Mikro Teaching dari praktek mengajar

yang pertama ke praktek mengajar yang kedua. Penelitian ini menggunakan

penelitian kualitatif karena meneliti kualitas dari hubungan refleksi mingguan

dan peningkatan kemampuan mengajar. Lebih spesifiknya,penelitian ini tergolong

survey karena peneliti mencari data dari sebuah grup mahasiswa semester 6 dari

kelas Mikro Teaching terhadap efek refleksi yang bersangkutan dengan

peningkatan kemampuan mengajar.

  Analisa data menunjukan bahwa semua responden menuliskan kelemahan

dan kelebihan pada proses mengajar. Kemudian 70% dari responden menulis

evaluasi terhadap metode dan strategy dalam mengajar dan materi mengajar.

10% responden menuliskan pencapain peningkatan pada proses mengajar

berikutnya. 50% responden menuliskan perkembangan yang telah mereka capai.

30% responden menuliskan bahwa refleksi berguna sebagai rencana untuk

melakukan tindakan dari apa yang telah dipelajari.. Hasil dari penelitian pada

praktek mengajar yang kedua menunjukan bahwa 40% responden telah menjadi

pengajar yang reflektif secara maksimal. Kemudian 30 % responden

melaksanakan sedikit peningkatan. Dan 30% responden tidak melaksanakan

peningkatan.

  Kata Kunci : Micro Teaching, reflcetion, teaching skill ,  

  

ACKNOWLEDGEMENTS

  First of all, I would like to express my deepest gratitude to ALLAH SWT for all blessing and love that have guided me into this thesis.

  For sure, I would like to express my greatest gratitude to my major sponsor, Christina Kristiyani, S.Pd., M.Pd, for all of her spirit, guidance, advice, valuable time, from the beginning to the accomplishment of this thesis. I realize that I would not finish this thesis without her. In addition, I would also like to thank Caecilia Tutyandari, S.Pd., M.Pd, for the opportunity given to me to conduct my study on her microteaching class.

  Further, I would like to thank all of students of that Microteaching class for their willingness to be the participants for my study. By permitting me to observe their teaching presentation and analyzing their weekly reflection that really help me in conducting this study.

  Moreover, I would like to deeply thank all lecturers of English Education Study Program of Sanata Dharma University. I believe that I am nothing without them. My gratitude also goes to PBI secretary officer and all the librarian staffs for their assistance during my study.

  I dedicate this accomplishment especially to my beloved Papa and my family for their endless love, motivation, advice, prayer, and encouragement.

  Furthermore, my special gratitude belongs to my wonderful best friend, Ruddy, who always supports me in managing my extra ordinary life. Moreover, my special gratitude goes to Dian, who always reminds me to work on my thesis. In addition, I would like to express my great gratitude to Yuyun, Sance, Eboy and Widi for the true friendship. I will keep our memories in the deep of my heart.

  Finally, I would like to thank all friends and relation, for all help given to me and experiences shared with me.

  Arima Renny Dayu Putri

  

TABLE OF CONTENTS

  Page TITLE PAGE ............................................................................................................. i APPROVAL PAGES ................................................................................................. ii STATEMENT OF WORK’S ORIGINALITY .......................................................... iv

  

PERNYATAAN PERSETUJUAN PUBLIKASI ........................................................... v

  ABSTRACT ............................................................................................................... vi

  

ABSTRAK ................................................................................................................... vii

  ACKNOWLEDGEMENTS ....................................................................................... viii TABLE OF CONTENTS ........................................................................................... x LIST OF TABLES ..................................................................................................... xii LIST OF FIGURES ................................................................................................... xiii LIST OF APPENDICES ............................................................................................ xiv

  CHAPTER I: INTRODUCTION ............................................................................... 1 A. Research Background ................................................................... 1 B. Research Problem ......................................................................... 4 C. Problem Limitations ..................................................................... 4 D. Research Objectives ..................................................................... 5 E. Research Benefits ......................................................................... 5 F. Definitions of Terms..................................................................... 6 CHAPTER II: REVIEW OF RELATED LITERATURE ......................................... 8 A. Theoretical Description ................................................................. 8

  1. Reflection ....................................................................................... 8

  2. Microteaching ................................................................................ 11

  3. Teaching skill ................................................................................. 12

  4. Reflective Teaching ....................................................................... 13

  B. Theoretical Framework .................................................................. 15

  CHAPTER III: RESEARCH METHODOLOGY ..................................................... 17 A. Research Method ........................................................................... 17 B. Research Respondents ................................................................... 18 C. Instruments and Data Gathering Techniques ................................. 20 D. Data Analysis Techniques ............................................................. 22 E. Research Procedures ...................................................................... 24 CHAPTER IV: RESEARCH RESULTS AND DISCUSSION ................................. 27 A. The Content of the Micro Teaching Students’ Reflection ............. 27 B. The Significant Improvement Made by Micro Teaching Students 34 CHAPTER V: CONCLUSIONS AND SUGGESTIONS ......................................... 63 A. Conclusions .................................................................................... 63 B. Suggestions .................................................................................... 65 REFERENCES ........................................................................................................... 66 APPENDIX I : The Result of the First Observation ................................................. 68 APPENDIX II : Respondent Reflections ................................................................... 81

  LIST OF TABLES

  

 

  Tables  

          Page ……………………………………………..................................

  1 . General Teaching Skill 35  

  2. Set Induction Skill …………………………………………………...…………........................       39  

  3. Stimulus Variation Skill ……………………………………………..………….....................      41  

  ……………………………………………………………........................      

  4. Reinforcement Skill

  43

  5. Questioning Skill …………………………………………………….………….......................       45  

  6. Set Closure Skill …………………………………………………….………….........................       46  

  st

  7. The Significant Improvement of 1 respondent  ……………………………….........       49  

  nd ……………………………….........

  8. The Significant Improvement of 2 respondent      50  

  rd

  9. The Significant Improvement of 3 respondent …………………...………….........      51  

  th

  10. The Significant Improvement of 4 respondent …………………..………..........   .  53  

  th …………………..………...........

  11. The Significant Improvement of 5 respondent    

  54

  th

  12. The Significant Improvement of 6 respondent …………………...………..........     55  

  th 13. The Significant Improvement of 7 respondent ……………………………...........  .

  56  

  th …………………..………...........

  14. The Significant Improvement of 8 respondent    

  57

  th 15. The Significant Improvement of 9 respondent …………………..………...........  .

  59

  th

  16. The Significant Improvement of 10 respondent ………………….………..........    59  

  17. The Summary of Significance Improvement ……………………….……….............    62  

     

  LIST OF FIGURE Figure Page

  1. The Result of the Reflection Analisys ……………………………..………...............  

  28  

                                       

  LIST OF APPENDICES

   

  1. The Result of the First Observation ………………………………………...............68 

  2. The Respondents’ Reflections …………………………………….........................81

  3. Permohonan Ijin Penelitian…………………………………………….......................128

     

CHAPTER I INTRODUCTION The researcher discussed the research background, research problem,

  problem limitation, research objectives, research benefits, and definition of terms in this chapter.

A. Research Background

  Being a teacher is not an easy thing. A teacher needs several skills in delivering teaching learning process. Those skills are set induction skill, stimulus variation skill, set closure skill, and reinforcement to the student participation skill as edited by Purnomo, Puji., Rismiati, E.C., Domi, Severinus., & Rohandi, R.

  (2008).

  English Language Education Study Program (ELESP) in Sanata Dharma University prepares good English teachers. In order to facilitate this goal there are some courses which help English Language Education Study Program students to be good teachers in the future as stated in Micro Teaching Course’s syllabus. Those courses are Approach Method and Techniques, Curriculum Material Design, Instructional Design, Language Learning Assessment, Micro Teaching, and Program Pengalaman Lapangan. Micro Teaching and Program Pengalaman

  

Lapangan are the courses in which the teacher candidates practice their teaching

skills in the form of teaching presentations.

   

  As stated by Kristiyani (2010) in the lesson unit plan of micro teaching, Micro Teaching course is a compulsory course which is designed for developing teaching skills for English Language Education Study Program students of Sanata Dharma University. Richards (1998, p.20) stated that Micro Teaching is “a training-based view of teaching” in which teaching can be defined into individuals’ skill that can be practiced individually. Micro teaching students are trained to be teachers by practicing real class simulation. Based on the English Language Education Study Program syllabus prepared by Kristiyani (2010), all of micro teaching students have two chances to teach their classmates in Micro Teaching class and also a chance to teach lower semester students. Micro teaching students are required to teach in Micro Teaching class for 30 minutes for the practice teaching 1 and 2. While in the practice teaching 3, they have to teach lower semester students. These activities are significant for improving their teaching skills since they are going to face the real class in the future as real teachers.

  Moreover, Micro Teaching students are instructed to make weekly reflection. Making weekly reflection is one of teaching and learning activities in order to improve students’ teaching skills. Ghaye and Ghaye (1998) stated that reflecting on practice is reflecting on us and others in a certain experience. It aims to “deepen our understanding of what have happened in terms of the incident itself”. By making reflection, micro teaching students are going to write their weakness and strengths during their teaching practice. Therefore, it helps the

   

  micro teaching students to recall their teaching experiences and develop it in the next chances.

  The goal of practicing teaching more than once is to improve their teaching skills. One of the strategies is using reflective teaching. Zeichner and Liston (1996) as cited by Ghaye and Ghaye (1998) stated that “in the concept of reflective teaching, there is often a commitment by teachers to internalize the disposition and skills to study their teaching and become better at teaching over time, a commitment to take responsibility for their own professional development” (p: 57). The purpose of reflection is to help the micro teaching students become better in their teaching day by day.

  Nuryadin (2007) conducted a research about students’ implementation and perception on the use of weekly reflection in Micro Teaching course in English Language Education Study Program in Sanata Dharma University. It is showed that most of the micro teaching students had positive perception on the implementation of weekly reflection. However, according to the researcher’s experience when she was taking Micro Teaching course in sixth semester, there were some of Micro Teaching students who considered weekly reflection as a meaningless assignment. They did not write the weekly reflection seriously based on their own experiences in teaching practices. Therefore, it is important to conduct a study which aims to find out the effect of weekly reflection on the students teaching skill improvement.

  This study investigated the content of weekly reflection written by the micro teaching students. Besides, it aimed to find out the significance of

   

  improvement made by the micro teaching students after writing reflection between the first and the second teaching practices.

  B. Research Problems

  Based on the research background which has been discussed previously, the problems are formulated into two questions.

  1. What are the contents of micro teaching students’ reflection?

  2. What are significant improvements made by the micro teaching students from the first teaching practice and the second teaching practice?

  C. Problem Limitation

  Reflection is used as the teaching learning strategy in the several courses in the English Language Education Study Program in Sanata Dharma University.

  However, this study limited the research only in Micro Teaching course since the weekly reflection in this class had a relationship to improve Micro Teaching students’ teaching skill as well as to prepare English Language Education Study Program students to be a good teacher. Moreover, this study only focused on how weekly reflections are used to improve Micro Teaching students’ teaching skill.

  The researcher observed the effects of weekly reflection on the students’ teaching skill improvement. The researcher observed the six semester of micro teaching students in 2010/2011 academic year, even semester.

    D.

   Research Objectives

  As stated in the research problems above, this study intended to identify the contents of micro teaching students’ weekly reflections. Besides, this study also identified the significant improvement that micro teaching students made.

E. Research Benefits

  The researcher hoped that the result of this study would give beneficial contribution to ELESP lecturers, ELESP students, and other researchers.

  1. ELESP Lecturers

  The result of this study would give the lecturers additional information about how to apply the weekly reflection so that they can be useful for English Language Education Study Program students. It means that the existence of weekly reflection will give high contribution toward the success of teaching and learning activity.

  2. ELESP Students

  This study would give ELESP students clear information about the aim of weekly reflection in Micro Teaching course which is to help them recalling their weaknesses and strengths that they do during the first teaching presentation. They can use their reflections to be able to correct their weaknesses and to keep and improve their strengths. Thus, Micro Teaching students would consider that reflection is one of teaching strategies which is applied to reach the goal of Micro Teaching course.

    3.

   Other Researchers

  This study is expected to be able to help other researchers who are going to conduct similar research about weekly reflection in Micro Teaching class.

  Moreover, it would also give contribution to others who are going to study other topics but still in the scope of Micro Teaching course. Besides that, this study also helps other researchers who are going to study about reflection in other study programs.

F. Definition of Terms

  There are three terms which are discussed in order to avoid readers misunderstanding. Those terms are as follows.

  1. Reflection

  Boud (2001, p.2) stated that reflection is a process of finding experiences and learning new things. It concerns with recalling the experiences and engaging with them to get the memories of what has happened. In this study, weekly reflection means a tool for the micro teaching students to recall and realize about all experiences in every meeting. Moreover, they are asked to reflect others’ experiences which useful for improving their teaching skills.

  2. Micro Teaching

  According to McKnight (1971) as quoted by Brown (1975), Micro Teaching is described as “a scaled down teaching encounter designed to develop

   

  group of students around ten minutes. The teaching presentation is recorded, observed and analyzed by the trainer himself and the lecturer. Micro Teaching is a subject in which teacher candidates present and manage a teaching-learning process (Purnomo et al, 2008). In addition, Richards (1998, p.20) defines micro teaching as “a training-based view of teaching” in which teaching can be defined into individual skills that can be practiced individually by micro teaching students.

  In this study, micro teaching is a course which prepares the English Language Education Study Program in Sanata Dharma to have their first teaching practice. Micro Teaching students teach their classmates in class for three times in 30 minutes duration. Besides that, Micro Teaching students have the opportunity to practice teaching in lower semester class.

3. Teaching Skills

  According to Purnomo et al. (2008) in “Buku Pedoman Pengajaran

  

Mikro ” teaching skills for teacher candidates are divided into two skills. They are

  general skills and specific skills. The general skills of the teacher are ability to master the material, appearance and confidence, ability to manage the class, and ability to use language in correct grammar and pronunciation and the speaking fluency. While the specific skills are set induction skill, stimulus variation skill, reinforcement of students’ participation skill, questioning skill, and set closer skill. In this study, the researcher chose the teaching skills to be analyzed which are relating to the application of weekly reflection and reflective practitioner. The micro teaching students practice reflective teaching and write weekly reflection in

     

CHAPTER II REVIEW OF RELATED LITERATURE This chapter is divided into two sections. First, the researcher discusses

  relevant theories, involving: reflection, microteaching, teaching skills, and reflective teaching in theoritical description. Second, the researcher synthesizes all relevant theories in theoretical framework.

A. Theoretical Description

  In this section, the researcher reveales some theories on the reflection in teaching, microteaching, teaching skills, and reflective teaching.

1. Reflection

  The researcher presents two parts of the theory about reflection. Those are as follows.

a. Types of Reflection

  Ghaye and Ghaye (1998, p.8) divide the nature of reflection into four types. Those types are as follows.

  1) reflection-on-values: being professional 2) reflection-on-practice: resolving teaching concern 3) reflection-on-improvement: the validation of practice 4) reflection-on-context: partnership in practice

  Based on Ghaye’s and Ghaye’s opinion (1998, p.8), reflection on value concerned with the relationship between values and practice. He reports that some

   

  professional in education, teachers, and schools argued that certain set of values give them the sense of identity, purpose and integrity. Moreover, he states that reflection-on-practice is reflecting on us and others in a particular practice incident. It aims to “deepen our understanding of what has happened in terms of the practice incident itself”.

b. Function of Reflection Burden and Bird (1994) define three benefits of reflection for teacher.

  Those are as follows. 1) First, reflection becomes the tool to reflect on the methods he/she currently use to present a subject and on ways that he/she could improve his/her teaching methods. 2) Second, reflection is useful to evaluate the lesson taught on that day and might be helpful next time to teach that lesson.

  3) Third, reflection enables to set teaching goals for themselves more easily. It means that they can take note of their teaching goals.

  Furthermore, Loucks-Horsley, Harding, Arbuckle, Murray, Dubea, & Wiliams (1987) as quoted by Burden and Bird (1994) states that reflection is useful for teachers to guide themselves for their professional development.

  Reflection is used for teachers to some functions such as: 1) assessing their own strengths and weaknesses based on their performances; 2) identifying their own areas for improvement and development; 3) planning their own strategies for achieving their professional development or improvement goals, and;

   

  4) assessing their own growth and performance relative to their professional development goals.

  In addition, Ghaye and Ghaye (1998) also conclude the function of reflection. The functions of reflection are as follows.

  1) to act as a bridge from the private knowledge to considered action and from the practice educational world to the process of theory generation based on Silcock’s theory (1994) as quoted by Ghaye and Ghaye (1998)

  2) to enhance the quality of action that enables somebody to discuss about practice and then to practice different things according to Olsen’s statement (1992) as quoted by Ghaye and Ghaye (1998)

  3) to increase accountability that increase burden for professional accountability residing with the individual practitioner based on Diamond’s statement (1991) as quoted by Ghaye and Ghaye (1998)

  4) as a much-needed encounter discourse to pervasive technicist views of educational practice that marginalize and delegitimize the teaching experiences, histories, and practical wisdom that practitioner used according to Smyth’ theory (1991) as quoted by Ghaye and Ghaye (1998)

  Hence, Ghaye and Ghaye (1998) explaine reflection on practice is not just about learning from experience in a private and solitary way, but it is about knowledge production that has the potential to enlighten and empower teachers. It can help them envision, nourish and imagine improved teaching and learning situations. Then, reflective on practice is not about reflecting only on the extraordinary but teachers can also reflect on themselves and the part they played

   

  in particular incident. It is used to “deepen their understanding of what they are looking at in terms of the practice incident itself”.

2. Micro teaching

  Purnomo et al (2008) state that Micro teaching course is one of compulsory courses in a faculty of teacher training and education. The teacher candidates have to learn teaching skills in the micro teaching class previously before taking Program Pengalaman Lapangan (PPL). Micro Teaching students learn about teaching skills and practice teaching in front of their friends in teaching simulation. After that, they recall and analyze their own and others’ teaching experiences to make an improvement in other teaching simulations.

  Allen and Ryan (1969) describe five essential propositions of micro teaching. Those are as follows.

  a. Micro teaching is a real teaching practice. Although the teaching situation is a constructed one in the form of teaching practice, the qualified teaching occurs.

  b. Micro teaching reduces the complexities of normal classroom teaching. Those include class size, scope of content, and time.

  c. Micro teaching focuses on training for the accomplishment of specific task.

  These tasks may involve the practice of instructional skills, the practice of teaching techniques, the mastery of certain curriculum material, and the demonstration of teaching methods.

   

  d. Micro teaching allows the increased control of practice. The rituals of time, student method of feedback and supervision can be manipulated to build a high degree of control into the training program.

  e. Micro teaching expands the normal knowledge-of-result or feedback dimension in teaching. The trainer gained the critics after her/his performance.

3. Teaching Skills

  Based on Allen and Ryan (1969), there are 14 general teaching skills that should be applied in teaching process. Those skills are stimulus variation, set induction, set closure skill, silence and nonverbal cues skill, reinforcement of student participation skill, fluency in asking question, probing question, higher- order question skill, divergent question skill, recognizing attending behavior skill, illustrating and use of example, lecturing, planned repetition, and completeness of communication

  Meanwhile, Purnomo et al. (2008) define the teaching skill for training teachers into two: general skills and specific skills. The general skills of the teacher are ability to master the material, appearance and confidence, ability to manage the class, ability to use language in correct grammar and pronunciation and the speaking fluency.

  Moreover, the specific skills are set induction skill, stimulus variation skill, and reinforcement of students’ participation skill, questioning skill, and set closure skill. Set induction skill based on Allen and Ryan (1969, p.18) is described as a set of pre-instructional orientation that helps the teachers prepare

    their students for the lesson in order to induce the maximum pay-off in learning.

  The purpose of this skill is to clarify the goals of instruction by using student’s present knowledge and skills to involve them in the lesson. Next, Allen and Ryan (1969, p.15) identified that stimulus variation skill is dialed with teacher’s movement, gestures, focusing, interactional styles, and shifting sensory channels which purpose is to help teacher to become a more varied stimulus in the classroom. Moreover, they identified reinforcement skill as a skill to give encouragement to the students to involve actively in the teaching and learning activity. For set closer skill, Allen and Ryan (1969, p.19) explaine that set closer is achieved when the major purposes and principles of the lesson or a portion of it is judge to have been learned, so that new knowledge can be related to past knowledge.

  4. Reflective Teaching When embracing the concept of reflective teaching, frequently there is a commitment among the teachers to internalize the disposition and skills to study their teaching and to become better at teaching over time, a commitment to take responsibility for their own professional development.

  Zeichner’s and Liston’s theory (1996) as quoted by Ghaye and Ghaye (1998) state that the assumption of responsibility is a “central feature of the idea of the reflective teacher. Teacher self assessment is the process of self examination for the purpose of instructional self- improvement” (p: 57).

   

  Ghaye and Ghaye (1998) state that reflective practice is filled and energized by experience that teacher has to reflect on their experience and the things that it comprises. A Learning through experience interest: reflection on past actions. An active exploration on teachers ‘own and others’ experiences. This requires practitioner to value their own experiences and have an openness that enables them to learn from the experiences of others (Kolb, 1984)

  There are many lists of attributes of reflective practitioner. Zeichner and Liston (1996, p.6) as quoted by Ghaye and Ghaye (1998) argue that a reflective teacher will do several actions. Those actions are as follows.

  a. examining and attempting to solve the dilemma of classroom practice,

  b. be aware of and questions the assumptions and values he/ she brings to teach,

  c. be attentive to the institutional and cultural contexts in which he or she teaches, d. taking part in curriculum development and being involved in school change efforts, e. taking responsibility for his or her own professional development.

  As reflective practitioners, teachers need to be willing to analyze their own traits and behaviors in relation to the events that take place in the classroom (Zeicher & Tabachnick, 1981 as cited by Burden & Bird, 1994). Thus, teachers need to observe and attempt to make sense of situations by checking their insight against prior experience.

  Reflective practitioner uses journal writing to take a note about their teaching and stimulate reflection. Journal writing is a way for teachers to practice

   

  critical analysis and reasoning. It also enables teacher of education faculty to challenge and support each student’s reflective thinking. Journal writing keeps a daily journal in which teachers record their experience and raise question about teaching. Journals enable prospective teachers to systematically reflect on their development as a teacher and on their action in the classroom.

B. Theoretical Framework

  This study needs four theory concepts. Those are the theories of reflection in teaching and its function, Micro Teaching students and its course, the theory of teaching skills, and the theory of reflective teaching.

  All of the concepts of the theories are important to support this research and they are also related to each other. The theories about reflection are needed since this study is focused on the effect of reflection. According to Burden and Bird (1994) reflection useful to reflect method in teaching, evaluate lesson taught, and set teaching goal. Loucks-Horsley, Harding, Arbuckle, Murray, Dubea, & Wiliams (1987) as quoted by Burden and Bird (1994) state that reflection is useful for teachers for their professional development such as assessing performances and development, identifying improvement, and planning goals. In addition, Ghaye and Ghaye (1998) conclude the function of reflection for planning to do action from what they learnt. The theories of reflection are beneficial in order to know what the contents of microteaching students’ reflections are. By knowing the theory of reflection, the researcher can analyze whether Micro Teaching students use reflection seriously and optimally or not.

   

  Theory of reflection is related to the theory of teaching skill from Allen and Ryan (1969). It is because the goal of this study is to analyze the effect of reflection toward the improvement of teaching skill. Since this research is intended to analyze the effect of reflection toward Micro Teaching students’ teaching skill improvement, teaching skills’ theory is needed. The researcher is going to observe the implementation of the teaching skill of Micro Teaching students in their teaching practice. Thus, the researcher has to comprehend the function of each skill.

  The theory of teaching skill is related to the theory of microteaching since one of the ways to develop teaching skill is in microteaching class. The theory of micro teaching is needed in order to limit this study since the concern of this study is on the use of reflection in micro teaching course. The last, the theory of reflective teaching is needed because reflective teaching is the method of teaching which apply reflection strategy to achieve the learning goal that is improving teaching skill for the microteaching students. The purpose of writing reflection is to apply reflective teaching for microteaching students. Micro Teaching students practice reflective teaching by recalling their experience in the first teaching practice and write down on the reflection. They were going to analyze their weaknesses. Finally, they will get self improvement.

   

CHAPTER III METHODOLOGY This chapter consists of six major sections. They are research method,

  research setting, research participants, instruments and data gathering technique, data analysis technique, and research procedure. This research belongs to qualitative research since the data of this research were presented in words instead of numbers and measures.

A. Research Method The study belongs to qualitative research. Fraenkel and Wallen (1993, p.

  380) stated that “a qualitative research is a research where the researcher investigates the quality of relationship, activities, situations, or materials.” Since this research investigated the quality of the relationship between weekly reflection and the microteaching students’ teaching skill improvement, this research was included in qualitative research. Moreover, the goal of this research was to find out and to gain understanding about the importance of weekly reflection which was implemented in the Micro Teaching course toward the improvement of microteaching students’ teaching skill. According to Ary et al. (2010, p.29), the goal of qualitative research is “a holistic picture and depth understanding, rather than a numeric analysis of data.  

  In more specific, this was a survey study. Survey study is a study in which

   

  Wallen, 1993, p.343). In this study, the researcher collected data through document analysis from a group of sixth semester students of Micro Teaching class toward the effect of weekly reflection dealing with microteaching students’ teaching skill improvement. Moreover, this study was included into a sample survey. Based on Ary et al (2010, p.373) a sample survey is a survey that studies only a portion of the population. This study did not gain data from all Micro Teaching students of academic year 2010 / 2011 of English Education Study Program in Sanata Dharma University but it took a sample of the micro teaching students’ population.

B. Research Respondents

  This study investigated a population of six semester students of English Language Education Study Program of Sanata Dharma University who were taking Micro Teaching course in 2010/2011 academic year even semester. The

  

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  data were gathered from April 27 to June 15 2011. Sprintall, Schmutte, and Sirois (1991, p.27) determined the “the term ‘population’ refers to the entire group of people, things, or events that have at least one common trait.”

  Ary et al. (2002) state population as “all members of any well-defined class of people, events, or objects”. However, the researcher only investigated the small group from the population. The reason was because the researcher wanted to analyze deeper about the relationship between reflection and teaching skills improvement from a small group of micro teaching students. The researcher

   

  micro teaching students. Thus, the researcher chose the small group of the population to be her respondents. The small group of the population itself is called as a sample.

  Fraenkel and Wallen (1993, p.79) described a sample in a research study as “the group on which information is obtained. While the larger group to which one hopes to apply the result is called the population”.