73 Since this self-reflection framework was intended for general teachers, the
researcher made attempt to adjust the concept so that it was in line with the concept of English language teaching methodology. Therefore, the description of
the stages and the categorizations of the self-reflection directions was modified in order to conform with the principles of English language reflective teaching. The
elaborations are described in the following sections.
a. Developing the Capacity to be Reflective
The aim of reflective practice is to think critically about oneself, one’s assumptions, and one’s teaching choices and actions Cole Knowles, 2000.
Teachers who become reflective about their work come to know what they are doing, why they are doing it, and what will happen as a result of what they do.
Whether focusing their reflection on subject matter, students’ understanding, or the larger social context, teachers who develop as reflective practitioners
understand and appreciate the complex realities of the classroom. In the very beginning of reflecting teaching, a teacher has to be directed
into obtaining information about themselves related to teaching, such as their attitudes, beliefs, assumptions, and teaching practices Richards and Lockhart,
1996. Such mentioned information is significant for teachers since it will influence a teacher’s choices and actions in the classroom. In correspondence with
English language teaching, an English language teacher has to initially reflect upon their English language teaching in general and what kinds of positive and
negative aspects that they have related to teaching. In order to bring the principles of English language teaching in this ‘developing the capacity to be reflective’
74 stage, a beginning section will be provided later in the reflection tool model called
‘personal statement’. This ‘personal statement’ section aims to help the teachers
to reflect on aspects related to teaching in general and to think about questions that may be important for the teacher education.
b. Developing the Focus and Goals of Reflective Practice
The focus of reflection can be at the level of examination of classroom practices and behaviors, goals and outcomes, or beliefs and values, manifested in
expectations and assumptions. Teachers may reflect on the effects of a specific lesson or strategy, as well as on general practices, such as organizing the
classroom, structuring the school day, establishing task structures and routines, interacting with students, and building relationships with both students and
parents. More in-
depth reflection involves deliberations about one’s aims and intentions, beliefs and values, as well as ethical dilemmas. Teachers may bring
into question their goals, which encompass desired aims, outcomes, and intentions. They can be general such as creating the classroom as a learning
community for students, or they can be more specific, such as assessing the impact of task structures like cooperative learning groups, buddy or peer
groupings. Having collected all the information related to teaching, it is necessary to
look objectively at teaching and reflect critically on what one teacher has discovered Richards and Lockhart, 1996. In the English language teaching in
particular, there are many pedagogical beliefs and assumptions that need to be
75 explored further as it will enrich conceptualization of teaching and a better
understanding of teaching and learning processes. In order to specifically identify the focus and goals of reflective practice, Larrivee and Cooper 2006 have
categorized the aspects of reflection. Reflection can have a multitude of meanings as it is translated into professional teacher development. The contents of its
categorization aspects are also modified in order to adjust the concepts with the principles of English language teaching. As it is modified earlier in the stage of
developing the capacity to be reflective’, a second section will be added in the reflection model, called
‘self-reflection’ section. In this section, the concept of
‘developing the focus and goals of reflective practice’ stage will be collaborated with the principles of English language teaching. The descriptions of the aspects
of reflection as well as its modifications are elaborated in the following.
1 Pedagogical Reflection
In this aspect of reflection, teachers reflect on educational goals, the theories underlying approaches, and the connections between theoretical
principles and practice. This reflection aspect will explore the teacher’s knowledge practically, comparatively, conceptually, contextually, theoreticaly,
and deliberatively. Teachers who are engaged in pedagogical reflection will likely strive to understand the theoretical basis for classroom practice and to foster
consistency between supporting theory what they say they do and believe, in this case the theory of English language teaching and theory-in-use what they
actually do in the classroom.
76 The pedagogical reflection cannot be separated from beliefs about a
program and the curriculum. As Richards and Lockhart 1996 states, any language teaching program reflects both the culture of the institution, as well as
collective decisions and beliefs of individual teachers. In every Nation, the educational programs may have each different philosophy. Indonesian National
curriculum 2013 in particular carries out special philosophy that should eventually influence the English language teachers’ beliefs or assumptions in the school they
work in. Therefore, in order to enrich the English language teachers’ conceptualization in understanding the curriculum, first part would be added in
the ‘self-reflection’ section, called ‘context’. This part will help English language
teachers to promote the value of language learning among learners and the society in general, including the curriculum understanding. In relation to the consistency
between supporting English language teaching theory and the theory-in-use, a second part would be added, called
‘methodology’. This part will help English
language teachers deal with the reflection on four main skills in English language learning, including speaking, listening, reading, and writing; as well as the
linguistic competence, involving grammar. 2
Surface Reflection
In this aspect of reflection, teachers are to focus on strategies and methods used to reach predetermined goals. They are concerned with what works in the
classroom to keep students quiet and to maintain order. In order to support the teaching and learning process in the classroom, teachers also required to be
reflective on their understanding of using the resources available in the school. In
77 maintaining the students and activities in the classroom, teachers need to consider
several aspects regarding classroom management and managing lesson.
From the surface reflection aspect, two more parts in the ‘self-reflection’ section would be generated to enrich the contents of the designed reflection tool
model, called
‘resources’ and ‘conducting a lesson’ parts. The ‘resources’ part
helps English language teachers explore and reflect their understanding on a variety of sources that teachers can consider in the process of selecting ideas,
materials, activities, tasks, or materials references that might be useful for the learners
. The ‘conducting a lesson’ part helps English language teachers identify interactions with the class during teaching and learning. In addition, teacher’s
ability to manage classroom events, organize different ways of working and use a range of resources, instructional media and ICT is also described.
Based on the modifications of the self-reflection directions proposed by Larrivee and Cooper 2006, there are several sections and parts that would be
highlighted in the contents of designed the reflection tool model. The first section is defined as the ‘personal statement’, the section which contains reflection
guideline that help the teachers to reflect on aspects related to teaching in general and to think about questions that may be important for the teacher education. The
second section focuses on the main ‘self-reflection’. This section deliberates three major parts that represent the concept of pedagogical reflection; those are defined
as ‘context’ and ‘methodology’. ‘Context’ elaborates reflection items related to teaching in general and about questions that may be important for the teacher
education . ‘Methodology’ deals with the reflection on teaching four main skills in
78 English language learning, including speaking, listening, reading, and writing, as
well as grammar and vocabulary. Beside deliberating two major parts that represent the concept of pedagogical reflection, two more parts also described as
the manifestation of surface reflection concept, called ‘resources’ and ‘conducting a le
sson parts. As it is also mentioned earlier, the ‘resources’ part helps English language teachers explore and reflect their understanding on a variety of sources
that teachers can consider in the classroom. Meanwhile, ‘conducting a lesson’ part
helps English language teachers identify interactions with the class during teaching and learning. Overall, the modification of the self-reflection directions
can be seen in the following figure.
Figure 4.2: Modified Self-Reflection Directions Larrivee and Cooper, 2006 Personal Statement
Developing the capacity to be reflective
Self-reflection Developing the focus and goals of reflective practice
Pedagogical Reflection Surface Reflection
Contex t
Methodology Resources
Conducting a Lesson
79 As explained earlier in the product specification of chapter I, each
reflection section and part will consist of reflection items in the form of ‘can-do’ descriptors. The ‘can-do’ descriptors constitute reflective statements that critically
challenge the English language teachers to explore and monitor their teaching progress. The reflective statements are collected and extracted from the logical
truths out of several sources associated with teaching reflections and English language teaching.
2. Planning
