The effect of reflection on micro teaching students` teaching skill improvement in micro teaching class.

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

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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

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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

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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.

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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 ,

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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

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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.

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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

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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

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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 

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

8. The Significant Improvement of 2nd respondent………...    50 

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

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

11. The Significant Improvement of 5th respondent………..………...   54

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

13. The Significant Improvement of 7th respondent………... .56 

14. The Significant Improvement of 8th respondent………..………...   57

15. The Significant Improvement of 9th respondent………..………... .59

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

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

   

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LIST OF FIGURE

Figure Page

1. The Result of the Reflection Analisys………..………... 28   

                                     

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LIST OF APPENDICES  

1. The Result of the First Observation ………...68  2. The Respondents’ Reflections ………...81 3. Permohonan Ijin Penelitian………_...128

   

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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 new skills and refine old ones”. The Micro Teaching student teaches a small

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 order to develop their teaching skills over the time.

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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.

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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 the researcher collects data or information from a group of people (Fraenkel &

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

data were gathered from April 27th to June 15th 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 thought that she could not analyze deeply if the respondents were all members of

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”.

Furthermore, in this study, the researcher selected 12 students of a micro teaching class. Those were the micro teaching students who practiced on the last four days on the first teaching presentation. The researcher applied purposive sampling to select the respondents. Purposive sampling was applied in this study because of several reasons. The first one was to have efficient time in conducting first observation. Ary et al. (2002. p.169) stated that a purposive sampling referred to as “sample elements judged to be typical, or representative, are chosen from the population. Related to this theory, every member of the population has the same chance to give his/her contribution toward the study. The second reason was not to differentiate the background knowledge of the micro teaching students. Thus, there would not be any subjectivity on the result of the study.

Unfortunately, there were two respondents who did not upload their reflection on the web blog. Therefore, the researcher decreased the number of respondents since there were no data to be analyzed. Finally, the researcher had 10 respondents.

C. Instruments and Data Gathering Technique

To obtain the data which was needed to answer the research problems, the researcher used many instruments. Those instruments were observation notes, documents such as video of the teaching presentation, and microteaching students’ reflections paper, and questionnaire. The researcher gave each function and use of the instrument below:

1. Observation Notes

The observation notes were used by the researcher to write the information about her first observation on the micro teaching students’ teaching practices. The researcher also wrote the weaknesses and strengths that the respondents made during their teaching practices. Moreover, observation notes also helped the researcher in the second observation as well as in the second teaching practice of the respondents. In this case, the researcher wrote down her point of view toward the function of weekly reflection toward the second teaching practice.

In this study, the researcher became non participant observer since she did not take any part in the micro teaching class concerned. As stated by Ary et all. (2002) that non participant observer observes the study without “participating or taking any active part in the situation”. The data were taken by observing the

micro teaching students teaching practice session 1 from April 27th to May 9th

2011. The data which were written in the observation notes were about: what happen during the respondents’ teaching practices, what the weaknesses and strengths did by the respondents during the teaching practices were. Moreover,

observation notes were used again when observing the second teaching practices

of the respondents from May 16th to June 1st, 2011.

2. Documents

The second instruments were documents. There were two kinds of documents used in this study. They were reflections papers of the respondents and the respondents’ videos of their teaching practices. The reflections that would be used for analysis were the reflections which were made between the first teaching

practice and the second teaching practice from April 27th to June 15th 2011. The

researcher downloaded the respondents’ reflections from the web blog. Therefore, it was included into primary source documents. Ary et al. (2002) stated that a primary source is a document written by someone who has had firsthand experience with the phenomenon under study. In this case, the weekly reflection paper was purely made by the micro teaching students after they have the experience to become students teacher and also participant. While the videos were the respondents’ videos of the first teaching practice and the second teaching practice.

3. Questionnaire

Furthermore, questionnaire was also used when having the second observation on the second teaching presentation of the respondents. The questionnaires were made after the researcher analyzed the field notes and matched it to the microteaching students’ weekly reflections. The contents of the

questionnaires were the improvements that the respondents should do based on their weekly reflections which were made during the first and the second teaching practice. The questionnaire was made based on field notes analyses. The questionnaires helped the researcher to compare whether the respondents improved their teaching skill or not.

D. Data Analysis Technique

The first data were gained through observation and written in the obsevartion notes. The researcher wrote how the micro teaching students practiced their teaching skills. Furthermore, the researcher classified the data into two that were the strength and the weaknesses of microteaching students and wrote it down into table. Those data are used to check the reflection made by the microteaching students. The researcher gathered the reflections by downloading from Micro Teaching students’ web blog.

The data from the refection were used to answer the first problem formulation that was the content of microteaching students’ reflection. The researcher found understanding from the reflection on how the microteaching students recalled their experience from the teaching presentation to the reflection paper. The research analyzed on what the contents of micro teaching students’ reflection. The function of reflection which used for analysis was taken from several experts as stated previously in the chapter II. Those experts are Burden and Bird (1994), Loucks-Horsley, Harding, Arbuckle, Murray, Dubea, & Wiliams (1987), and Silcock (1994). The reflection could be categorized as a good

reflection where the micro teaching students used reflection as these functions of reflection below.

a. Micro Teaching students used reflection as a tool to reflect method currently

used to present the subject.

b. Micro Teaching students used reflection to evaluate the lesson taught.

c. Micro Teaching students used reflection to set teaching goals.

d. Micro Teaching students used reflection to evaluate their weaknesses and

strengths in the teaching practices.

e. Micro Teaching students used reflection to define their improvement in

practicing teaching.

f. Micro Teaching students used reflection to plan to do action from what they

learnt.

Besides those functions, the primary function of reflection as stated by one of Micro teaching lecturers the microteaching students had to evaluate their weaknesses and strengths made during the teaching presentation. After that, the microteaching students presented those evaluations in the weekly reflection. The researcher presented the contents of micro teaching students’ reflection in the percentage.

After that, the researcher made close questionnaire which consisted of the improvements that would be conducted by every respondent in the second teaching practice based on the reflection they made and the analysis made by the researcher. The result of the questionnaire sheets was used to answer the second problem formulation of this study which is the kinds of significant improvements

that the microteaching students did from the first teaching practice to the second teaching practice. The researcher stated the result of the second teaching practice in percentage which consisted of the total significant improvements reached divided by the significant improvements should be reached by each respondent. It could be broke down into

∑ Significant improvements reached X 100%

∑ Significant improvements should be reached

The researcher classified the significant improvements into 3 classifications. The micro teaching students who improved more than 50% of improvements categorized as successfully practiced reflective teaching. The respondent who improved less than 50% of improvements categorized as sufficiently practiced reflective teaching. The respondent who did not improve any significant improvement categorized as fail in practicing reflective teaching.

E. Research Procedure

In conducting this study, the researcher did several important steps. First, the researcher decided the subject for the study. The subject chosen were 10 of Micro Teaching students of the English Language Education Study Program of Sanata Dharma University.

Second, the researcher asked permission to the lecturer concerned with the study. Since the researcher would followed many meeting of the Micro Teaching course in order to conduct her research and borrowed some documents of the micro teaching students had made.

Third, the researcher conducted observation for the first teaching practice. The researcher wrote the information happened during the teaching presentations especially about the weaknesses and strength that should be revised, kept, and improved for the second teaching practices.

Fourth, the researcher downloaded the respondents’ reflection from the web blog between the first and the second teaching practice session. Fifth, the researcher analyzed the reflections based on the criteria from the scientist and the lecturer guidance.

Sixth, the researcher analyzed the field notes gathered from the first observation. The field notes consisted of the strength and weaknesses concerned in teaching skill from the respondent teaching presentation.

Seventh, the researcher copied the video of the respondents teaching practices. This step helped the researcher in analyzing the reflection and the first observation result.

Eighth, the researcher made a questionnaire sheet for every respondent. The content of the questionnaire was about what skill should be improved, what mistakes should be revised for each respondent. So the questionnaire sheet was different form respondent A and respondent B, and so on with other respondents.

Ninth, the researcher conducted the second observation toward the second teaching presentation of the respondents. In this session, the researcher filled the questionnaire sheet based on the teaching presentation.

Finally, the researcher analyzed and concluded the result of the second observation. The researcher followed the data analysis techniques in analyzing

and writing the conclusion of the study.

27  

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

The data analysis which was gained during the study was presented in this chapter. The first data gained from the respondents’ reflections were used to answer the first problem formulation. The second problem formulation was answered by the data gained from observations.

A. The Contents of the Micro Teaching Students’ Reflection

The importance of reflections can be shown when micro teaching students used reflection as the criteria of reflection which has been stated in the data analysis techniques. Every micro teaching class has different rule in submitting the weekly reflection. The weekly reflection rule of the respondents’ class was typed and uploaded in the web blog. The researcher took the data by downloaded from that web blog. The address of the website was www.micro-teach.blogspot.com. The data were gathered from April 27th to June 15th 2011.

After reading all respondents’ reflections, the researcher found that the content of all micro teaching students reflection match with the lecturer’ guidance. As mentioned in chapter 3, Micro Teaching lecturer stated the rule to write reflection that was to realize about the weaknesses and strengths made during the teaching presentations. Moreover, in responding to the respondents’ reflection, there was none of the micro teaching students wrote all of the criteria of reflection

as mentioned in good criteria of reflection. The result in analyzing the respondent was described in the chart and elaborated it in the following statement.

The Contents of Micro Teaching Students’ Reflection

Figure 1. The Content of Micro Teaching Students’ Reflection The contents of the reflection were as follows.

1. Evaluation on Method Used to Present Teaching Materials

Reflection is important to reflect the method or strategy in delivering teaching. In responding to this statement, some respondents write about the method they used in teaching practice, for example the second respondent assumed that showing picture chosen to draw students’ attention for set induction skill was done successfully. She stated, “In the beginning of the class, I could draw the students’ attention by showing them some pictures”. Next, the fifth respondent evaluated about method used in teaching that teacher should chose appropriate method according to the students’ character. He said, “I did not

0% 20% 40% 60% 80% 100% 120% reflecting  method in  presenting  teaching  material

evaluating the  lesson taught

setting plans  and goals to  the next  teaching 

evaluating the  weaknessses  and strenghts 

defining  improvement 

planning to  act from what 

prepare games because I consider that my material was appropriate enough for X grade of Senior High School students”

Analyzing from the respondent reflection, the theory of Burden and Bird (1994) which stated that reflection become the tool to reflect on the method teachers currently use to present a subject and on ways that he/she could improve his/her teaching was proven. There were 70% of respondents who evaluated about the method they used in presenting teaching and they wrote down in the reflection.

2. Evaluation the Lesson Taught on Teaching Practice

Some of the respondents’ reflections consisted of evaluating the lesson taught, for instance the second respondent assumed that the material recorded from her own voice was unclear. The result made the students looked bored and confused about the listening material. It made the teaching and learning activity became boring.

Moreover, the seventh respondent reflected about the lesson taught that the material she thought on the second teaching was problematic. She found difficulty to find the appropriate recording which was used native speaker voice. After trying hard, she could find one which was real conversation between native speaker and Japanese girl. However, after applying the recording to the class, the respondent realized that the students could not grasp the idea of the recording. The seventh respondent said:

“I found a lot of recording but the one which is suitable with my topic was too difficult and fast for SMP students. So I found the one which is not really difficult and not really fast. It was the real conversation between

native speaker and Japanese girl. I think that recording is the right choice among all, but my friends think that the recording was not clear enough.” Therefore, theory of Burden and Bird (1994) argued that reflection is useful to evaluate the lesson taught on that day and might helpful next time to teach that lesson was written on the respondent reflection is confirmed in Micro Teaching students’ reflection. After analyzing all of the respondents’ reflection, the researcher found that there were 70% of the respondents who evaluated the lesson they taught in the teaching simulation.

3. Planning Goals to be Reached in the Next Teaching Practice

A few respondents wrote the function of reflections which is helping the microteaching students to set their goals in teaching as defined by Burden & Bird (1994), for example the tenth respondents set a plan that in the next teaching practice she has to be able to control her emotion, concentration and she should have well preparation. Thus, she hoped that in the next teaching practice, she could deliver the material completely (Tenth Respondent, Personal Blog, May 10, 2011). Based on the analysis data above, according to the Burden and Bird theory that reflection is used to set and plan goals to reach in the next teaching practice was written by the small amount of the respondents. In responding to the respondent reflection content there were 10% of the respondents who set their goals for the next teaching practice.

4. Evaluation on Weaknesses and Strengths that Micro Teaching Students Did in the Teaching Practices

The fourth content of reflection became the primary content of the respondent reflection since this criterion was the main thing that the lecturer asked to the microteaching student to realize after having teaching practice and wrote down on the reflection. Although there were many criteria stated by several education experts, the fourth criterion became the most criteria evaluated by the respondent.

For instance, the second respondent realized that her first weakness was happened when she missed some instructions. The second respondent said:

“I did not prepare my second teaching well and I do not know why I was not satisfied with my teaching. I felt that I did not organize my teaching well and I missed some instruction. Moreover, I considered that I was less of speaking fluency and bad grammar accuracy became the next

weaknesses. About my fluency, I realize that that is my main problem.” While the third respondent felt the same with the first respondent. She categorized nervousness as the primary weakness. The third respondent assumed that nervousness could break her preparation. The third respondent said:

“I was nervous when I was teaching my own friends in my first test. That nervousness made all my preparation did not work well. The next

weaknesses I made were making too much body movement, producing bad grammar accuracy and managing time badly. I also wasted time in

conducting the set induction skill so that she has limited time for closing activity. However, I had strength in practicing teaching which shown by having ability to calm down emotion during teaching process.”

In responding to the fourth content written by the respondents, the researcher stated that the she agreed with the theory of Burden and Bird (1994) which argued that reflection becomes the media for student teacher to assess their

own strengths and weaknesses during their teaching practices. Based on the respondent reflection, it could be stated that the all respondents evaluated their strengths and weaknesses from their teaching practices.

5. Defining Improvement in Practicing Teaching

Furthermore, the respondent also tended to write the next importance of reflection which is reflection functioning as a tool to define student teacher improvement in practicing teaching, for instance the fourth respondent assumed that he has done several improvements in his teaching. The fourth respondent said:

“I also think that there were some good improvements in my teaching, if it is compared to my first teaching practiced. I felt much more confident and enthusiastic during the teaching and I am glad that my students were also very excited with the game.”

Furthermore, the ninth respondent also evaluated the improvement that should be reached on the next teaching. She said, “I need to improve my grammar while speaking. I need to prepare it better. I need to be more creative and innovative”

In responding to the fifth content, the researcher agreed to the Burden and Bird’s statement (1994) that reflections become the tool for student teacher to identify their own improvement and development in the teaching skills and practices. Based on the reflection analysis, there were 50% of respondent reflection that consisted of their evaluation about the improvement and development of their teaching skills.

6. Planning to Act from What They Learnt

Next, the small number of respondents wrote about the function of reflection that reflection was used to plan to act from what they learnt, for instance, the fifth respondent’s reflections mentioned about the function of reflection which is to become a plan to do action from what they learnt. He said,

“First impression is important indeed, but it is not always created through ‘acting-made’ which actually shows our nervousness. So my point here is how attractive we are as a teacher being a teacher in front of the students.” I realized that every teacher’s first impression is needed but it is not always created through “acting made” which actually shows nervousness.” In responding to the reflection content, the researcher stated that 30% of respondents applied Silcock’s theory (1994) that reflections become a plan to act from what they learnt. They agreed that reflection become a bridge for them to gain knowledge and then analyze the knowledge becoming better action which could make them become better over the time.

It was assumed that all of respondents mostly write reflection for evaluating weaknesses and strengths during the teaching practice. After that, the respondents wrote their method used in teaching and material designed for the teaching and learning activities. Next, wrote their improvement and reached during the process of growing teaching skills. Moreover, the microteaching students also wrote their evaluation that reflection became a plan to do action from what they learnt. In addition, the small number of microteaching students wrote their teaching goals in the reflection blog.

B. The Significant Improvements Done by Micro Teaching Students

In designing and improving teaching skill for every micro teaching student, they are asked to be reflective practitioner and write weekly reflection. As cited by Ghaye and Ghaye (1998, p.57) from Zeichner’s and Liston’s theories (1996) that teachers do reflective teaching in order to “internalize the disposition and skill to study their teaching and become better at teaching over time, a commitment to take responsibility for their own professional development”. The micro teaching students were hoped to be better in the second teaching practice since they have time for being reflective practitioner about their own teaching and others.

The researcher analyzed the micro teaching students teaching skill improvement from the first teaching practice to the second teaching practice. The researcher became non active participant in the micro teaching class and wrote down on the observation notes about the respondents’ teaching presentation.

The first observation was done four times that firstly taken on April 27th 2011, secondly on May 1st 2011, next on May 4th 2011, and the last one taken on May 9th 2011. The results of the first observation would be used to analyze and design questioner which consisted of the teaching skill improvements that should be appeared in the second teaching presentation. Surely it was done after the micro teaching student practicing reflective teaching and writing reflection. The result of the first observation concerning to the respondents’ first teaching presentation served in the table of which teaching skills should be improved by every respondent.

1. The Analysis of First Observation

The researcher observed the strengths and weaknesses of micro teaching students teaching presentations on the first observation. She presented the weaknesses should be improved by the respondents on the table of each teaching skill. The teaching skills should be improved as follows.

a. General Teaching Skills should be Improved

Teaching Skills Respondent Percentage

1st 2nd 3rd 4th 5th 6th 7th 8th 9t h 10th General Skills Material Mastery

√ √ √ √ 40%

Confidence √ √ √ √ √ 50%

Appearance √ √ √ √ √ 50%

Manage the Class & time

√ √ √ √ √ √ √ 70%

Pronunciatio n

√ √ 20%

Grammar Accuracy

√ √ 20%

Speaking Fluency

√ 10%

Table 1. General Teaching Skills should be Improved

After conducting the first observation, the researcher compiled, analyzed, and wrote the result in the table. The researcher assumed that there were 40% of respondents had poor material mastery skill which categorized as general skill of a teacher. As stated by Purnomo et al (2008) that teacher has to be able to master the material. It is clear that teacher has a duty to deliver material to the students. Teacher has to understand the curriculum and the characteristic of the students

before designing the material in order to create the most appropriate material which can reach the goal of the standard competence and basic competence.

For example, the second respondent could not design appropriate materials for senior high school students. The listening material played was not clear that made the students could not do the exercise. Meanwhile, the fifth respondent should change the way in designing material which should be from the easy to the difficult one. On the first teaching, he had not maintained the difficulty level of the material. Moreover, the sixth respondent had to improve the material mastery by explaining the teaching content slowly and understandably. In addition, the eighth respondent also had the problem about material mastery that she asked the students to do jumbled pictures in 2 minutes. Besides having no consideration about time management, she also did not consider that students had different capability in doing exercise. The teacher had to know that the students in the real teaching would be senior high school and junior high school that somehow needs to open dictionary.

Furthermore, based on the first observation, it could be argued that confidence which is defined as general skill as stated by Purnomo et al (2008) must be improved by 50% of respondents. For instance, the third respondent had not maintained good emotion in the first teaching, so it made her confidence looked to be not maximal. She seemed to be less confidence and hastily in delivering teaching. The sixth respondent also should improve her confidence since she had not shown the teaching power. She still looked shy to deliver teaching in front of the whole class. Similar with the sixth respondent, the seventh

respondent also had not shown her confidence by showing teacher power. She was less of serious which could decrease the power of teacher. Moreover, the eighth respondent had the similar problem that she seemed nervous and less of serious. The power of teacher had not appeared to her. The last respondent who had problem about confidence was the tenth respondent since she looked to be nervous.

Furthermore, based on the first observation, there were 50% of respondent had problem with appearance that included into general skills of teacher. Purnomo et al (2008) said that teacher have to have the ability to master the appearance. Based on the researcher’s first observation, it was argued that the sixth respondent had poor appearance since she had no spirit in teaching. The seventh respondent still acted as a child and made some ridiculous activity that decreased her appearance. Moreover, the eighth respondent looked to be so nervous and less of serious. The ninth respondent was also less of teaching power since she still acted as a child in front of the class. In addition, the tenth respondent had shown her teaching power.

According to result of the first observation, it was argued that there were 2 general teaching skills should be improved by 20% of respondents. Those were class management, pronunciation, grammar accuracy. As stated by Purnomo et al (2008) that the general skills of are as follows.

a. Ability to master the material, appearance, and confidence, b. Ability to manage the class and time

c. Ability to use language in correct grammar and pronunciation, and the speaking fluency.

It was clear from Purnomo et al statement (2008) that teacher has to develop the ability to manage the class. Based on the first observation, the first and the second respondent did some miss pronunciation. Even the first respondent also did some grammatical mistakes in her speaking such us the used of tenses. The other respondent who did grammatical mistake was the tenth respondent. She also need to improve the used of tenses in producing sentences. Moreover, the weakness on the speaking fluency skill did by the first respondent. She needed few second to say something.

Moreover, the researcher revealed that there were 70% of respondents who had poor time and class management in conducting teaching simulation. The poor arrangement of time mostly influenced to the set closure activity. Because of poor time arrangement, they conducted closing activity in the limited time thus the result showed that the closing was done worst. For example, the first respondent had no time to make review in the closing time. Similar with the first respondent, the second respondent had poor set closure skill since there was no more time to provide the better one. Even, the third respondent had no closing activity since there was no time left. The fourth respondent did not control the class well. Even, he let some students talked outside the teaching content while the other students discussed the exercise. While, the sixth respondent was hastily in delivering explanation and doing exercise therefore, the time was useless since the students has limited time to understand the material. Moreover, the seventh respondent had

the same problem with the other respondent that she spent most time for the main activity and had limited time for closing activity. The seventh respondent still needed to improve the class management skill since she allowed the students to speak in Javanese while answering the question given. Furthermore, as a good teacher who speaks in front of students, she should manage the sentence with correct grammar and pronunciation since Indonesian says that teacher is an example for students. The last respondent who did not manage the time well was the eighth respondent, she also spent the time mostly for set induction activity and main activity, and she had no time to close the lesson.  

 

b. Set Induction Skills should be Improved

Teaching Skills Respondent Perc

enta ge 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th

Set Induc tion Skills

Introduction of Teaching Material

√ √ √ √ 40%

Explaining Teaching Goals

√ √ √ √ 40%

Table 2. Set Induction skills should be Improved

In responding to the first observation, the researcher stated that there were 40% of respondent should improve their warming up activity which categorized as set induction skill. Set induction skill based on Allen and Ryan (1969, p.18) is described as a set of pre-instructional orientation that helps the teacher prepare students for the lesson in order to induce the maximum pay-off in learning. It was clear from the statement that teacher should prepare a set of warming up material

to make the students be ready with the lesson. Thus the material for warming up should be interesting and understandable which could encourage students to be ready and follow the teaching and learning.

According to the first observation, the warming up activity created by the third respondent was too long and too much material which made the students got confused about the lesson. Thus she had to make it better on the second teaching practice. Meanwhile, the fourth respondent’s warming up material was not suitable with the topic and the level of students. He seemed to forget that his next real students were not PBI students who have been already mastering English but they were senior high school students in the first grade who were in the process of learning English. Furthermore, the eighth respondent still needed to design better warming up material because the warming up material on the first teaching could not gain attention from the students. Similar with eighth respondent, the tenth respondent warming up material also had not gained students motivation to follow the teaching and learning activities.

Moreover, the researcher revealed that there were 40% of respondents who had not explained the teaching goal. Every teacher wants to have successful teaching learning activity. By explaining teaching goal, teachers can strengthen the students understanding that the students know what are going to be learned on that meeting. In this study, the first, second, fourth and eighth respondent had not explained the teaching goals. All of them directly moved on to the lesson material discussion.

c. Stimulus Variation Skill should be Improved

Teaching Skills Respondent Percent

age 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th

Stimulus Variation Skills

Giving clear instruction

√ √ √ √ 40%

Movement & Gesture

Voice √ √ √ √ _40%

Silence √ _10%

Interaction Style

Eye Contact √ 10%

Focusing Shifting Sensory Channels

Table 3. Stimulus Variation Skills should be Improved

As stated by Allen and Ryan (1969, p.15) that stimulus variation skills are dialed with giving instruction, movement and gesture, voice production, teacher silence, teacher interaction style, eye contact, focusing, and shifting sensory channels. In this study there were some respondent who has not been success in delivering stimulus variation skill. One of the most problems of stimulus variation skill was giving clear instruction. The researcher assumed that there was 40% of respondent had problem with giving clear instruction.

For example, the first respondent delivered complicated instruction especially in the role play section. It made the students confused about what they should do. The fourth respondent also delivered the instruction complicatedly so that the students did not understand. Moreover, the eighth and the tenth respondent also give complicated instruction so that it made difficulty for the students to

grasp the instruction. In the second observation, they needed to change the way to give instruction which were clear, understandable, and effective.

The other teaching skill which also should be improved by 40% of respondents was voice production that categorized as stimulus variation skills. The purpose of stimulus variation skill as stated by Allen and Ryan (1969, p.15) is to help teacher become a more varied stimulus in the classroom. The teacher voice is one of the factors that help teacher reach the purpose of stimulus variation skills. Teacher has to produce loud, clear, and understandable voice in order to make the students understood about every sentence or word she/he said.

In responding to the voice production skill, the sixth respondent voice was too soft and unclear. The same thing done by the seventh respondent, her voice was unclear also. The voice produced by eighth respondent was too fast which made the explanation became unclear. In addition, the tenth respondent did similar problem about voice production that was too fast.

The next part of stimulus variation skill which should be improved by the respondent was teacher silence skill. It was found that there was 10% of respondent should improve the teacher silence skill. Although the teacher has to speak and explain the material, they are also has to have silent moment somehow. This moment is done to give students time to think about the material given. Based on the first observation, the tenth respondent should improve the teacher silence skill since on the first observation; the tenth respondent did not give time for the students to get to know the lesson material. She did not stop in giving explanation and guided the students.

Moreover, another stimulus variation skill which also should be improved by 10% of respondent was eye contact. It was assumed that there were 10 % of respondent should maintain the eye contact to be better. According to the first teaching practice, it was found that the sixth respondent had fair eye contact while teaching. Her eye contact still straight to the front, that made the students felt to be lack of care by the teacher.

d. Reinforcement Skills should be Improved

Teaching Skills Respondent Perc

enta ge 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th Reinfor

cement Skills

Verbal Reinforce ment

√ √ √ √ √ √ √ 70%

Non Verbal Reinforce ment

√ √ √ √ √ √ 60%

Table 4. Reinforcement Skills should be Improved.

The next teaching skill which should be improved by micro teaching students was reinforcement skills. Both verbal reinforcement and non verbal reinforcement skill should be improved by micro teaching students. After observing 10 respondents first teaching practice, the researcher argued that there were 60 % of respondents who had not shown good quality in giving reinforcement to the students participation. Allen and Ryan (1969) identified reinforcement skill as a skill to give encouragement to the students to involve actively in the teaching and learning activities. It was clear from the theory that students needed encouragement from the teacher through giving both verbal

reinforcement and non verbal reinforcement since it will make the student became enthusiastic in following the teaching and learning activities.

In responding to the verbal reinforcement skill, the first respondent had fair reinforcement to the students. Her verbal reinforcement were not variety since she only used the word “good” and “ok” for every students’ participation. The third respondent only said “ya” and “ok” for verbal reinforcement for the students’ participation, in other word she had very poor reinforcement. The fourth respondent also had poor verbal reinforcement to the students’ since he only said “yes” to all students’ participation. The fifth respondent also did the same thing about verbal reinforcement to the students’ participation. He only said “yes” for all students’ participation. It could be assumed that he could not motivate the students to give more participation. The sixth respondent also did not mention any variety of verbal reinforcement skill. The other respondent who has poor verbal reinforcement skill was the seventh respondent because she only said “ok” to all participations given. In addition, another respondent who had poor verbal reinforcement skill was the eighth respondent that she only produced once reinforcement during the teaching process.

Moreover, as stated previously, that there were 60% of respondent who had poor non verbal reinforcement. According to the first observation, the second, third, fourth, fifth, and eighth respondent did not produce any non verbal reinforcement skill. While, the seventh respondent produced once non verbal reinforcement skill that was giving soft applause to the students’ participation.

e. Questioning Skills should be Improved

Teaching Skills Respondent Perc

enta ge 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th

Questi oning Skills Clarity of question √ 10% Connection of question and teaching content Utilization of teacher pause/ silence Tempo of questioning Distributing

question √ 10%

Probing &

guiding √ √ 20%

Variation of question technique

√ √ 20%

Table 5. Questioning Skills should be Improved

In responding to the questioning skills, there were two skills that are probing and guiding and variation of questioning techniques also should be improved by 20% of respondents. The 20% of respondents have not guided the students well in answering the questions. Moreover, the other 20% of respondents still needed to find some techniques in asking students. For example the first respondent directly mentioned the student’s name to answer the question. She did not produce other technique. In this case, the other students who wanted to be volunteers would be disappointed and would not be motivated to follow the classroom activity anymore. While the sixth respondent only used a technique that was “asking for the whole class”. When a student answered her question, she let

   

work if I talk to them frequently? I had to give more time for them to do their tasks. In addition, I also had to control my body movement. I often walked hurriedly that I sometimes crashed the desks and projector viewer cable. It sometimes made a noise. I think It was really disturbing. Because I taught in paragraph writing class, the lecturer asked me to prepare to give feedback to the students’ writing net meeting. On the big day, I just gave feedback on the grammar. I actually planned to give feedback not only on the grammar but also the organization of writing, such as the topic sentence and other elements. I really forgot at that time. I was really regretful. Next time, I should calm my mind, concentrate, and prepare my self well so I can deliver the material completely. In brief, I learnt that teacher should prepare themselves well before and during teaching.

In microteaching class, the teachers in this week was really great in teaching. I learnt that teachers have to be able to use many kinds of media in teaching and for gaining students’ attention. What did not work in the class was that the listening session on Monday. I think that the teacher should give pause for different recording so that the students can take a breath for a while. If they are tired and bored with the continuous listening without stopping, they will not be enthusiastic in dealing with the listening passage.

What worked good in this week was that all of the teachers looked confident when teaching in the class. Although I could see that they were nervous, they did not show it to the students. They tried to create good atmosphere in the class by teaching

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  enthusiastically. In addition, the teachers could encourage the students to participate in the learning activities.

What did not worked good was that the material that were going to learn and the material mastery. I suggested that the teachers should rethink whether the materials were appropriate for the students or not because I saw that some teachers do not prepare the materials well. The materials should not be far from the context. Moreover, the materials should be based on the level of education. Don’t be so difficult to understand and vice versa. In addition, the teachers should master the materials well. As teachers who became the source of information, they had to master their materials well so if the students asked them, they could answer well.

I think all of the teachers on this week did their teaching well. We had …, …, and … on Monday. While, …, …, and … performed on Wednesday. Actually, I was confused with …’s teaching. At first, I did not realize that she taught listening, because it seemed that she taught speaking or reading. She used videos with subtitles. I did not know the reason she used it. If the reason was that she had difficulties in searching listening materials, then I understand her situation. If she used it because junior high students were not accustomed to have listening session and have difficulties in listening, then she would be creative teacher. If it is good to have listening session like what … designed, I will follow her teaching when I teach listening for junior high students. … did her teaching well. I suggest her to improve her fluency and reduce her unnecessary body movement when teaching. I think …

   

also did his teaching well. He was a funny teacher. I enjoyed the class with him. However, he should control of having sense of humor. Teach firmly and enthusiastically. I saw that you always smiled, but your smile showed that the aura of yourself showed that you are tired and weak. For …, your warming was nice. I suggest that you should teach more enthusiastically and increase your voice volume. I saw that you were not energetic enough. Please handle your student more firmly because at that time the class was crowded. Don’t let your students busy with themselves. For …, your warming-up activity was good. It can evoke your students’ enthusiasm in learning. Because you wore skirt, I suggest you to move elegantly. Don’t step too far or wide.

I learnt that being a teacher should be well-behaved, stand firmly, try to handle crowded class, teach enthusiastically, have good teaching strategy, and care about the students.

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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.

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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

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