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STUDENTS’ ATTITUDES TOWARD REFLECTIVE
JOURNAL IN MICRO TEACHING CLASS
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Agustiana Catur Lestari
112012102
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
2016
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COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in
any course accepted for the fulfillment of any degree or diploma in any university.
To the best of my knowledge and my belief, this contains no material previously
published by any person except where due reference is made in the text.
Copyright@ 2016. Agustiana Catur Lestari and Anita Kurniawati Hadianto,
M.Hum.
All right reserved. No part of this thesis may be reproduced by any means without
the permission of at least one of the copyright owners or the English Language
Education Program, Faculty of Language and Arts, Satya Wacana Christian
University Salatiga.
Agustiana Catur Lestari:
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TABLE OF CONTENTS
COVER PAGE .................................................................................................................. i
PERNYATAAN TIDAK PLAGIAT ............................................................................... ii
PERNYATAAN PERSETUJUAN AKSES ................................................................... iii
APPROVAL PAGE ........................................................................................................ iv
COPYRIGHT STATEMENT ........................................................................................... v
PUBLICATION AGREEMENT DECLARATION ....................................................... vi
TABLE OF CONTENTS ............................................................................................... vii
ABSTRACT ..................................................................................................................... 1
INTRODUCTION ........................................................................................................... 1
LITERATURE REVIEW ................................................................................................. 3
Definition of Attitude ........................................................................................... 3
Definition of Reflective Journal ........................................................................... 4
The Benefits of Reflective Journal ....................................................................... 5
The Content of Reflective Journal ....................................................................... 6
THE STUDY .................................................................................................................... 8
Context of the Study ............................................................................................ 8
Participants ........................................................................................................... 8
Instrument of Data Collections ............................................................................ 9
Data Collections Procedures .............................................................................. 10
Data Analysis Procedures .................................................................................. 11
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FINDINGS AND DISSCUSION ................................................................................... 11
The Benefits of Reflective Journal ..................................................................... 11
Students’ Feeling toward Writing Reflective Journal ........................................ 16
Topic That Students Write in Reflective Journal ............................................... 18
CONCLUSION .............................................................................................................. 21
REFERENCES ............................................................................................................... 24
ACKNOWLEDGEMENTS ........................................................................................... 27
APPENDIX ..................................................................................................................... 28
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STUDENTS’ ATTITUDES TOWARD REFLECTIVE JOURNAL IN
MICRO TEACHING CLASS
Agustiana Catur Lestari
Abstract
This research focused on the students’ attitudes toward reflective journal
in Micro Teaching class. The purpose of the present study was to find out
the students’ attitudes toward reflective journal in Micro Teaching class.
This study used a semi-structured interview to collect the data. The
individual interview was conducted with 10 students in one of particular
group of Micro Teaching class in English Language Education Program
(ELEP) of Faculty Language and Arts (FLA), Universitas Kristen Satya
Wacana (UKSW). The findings of this study showed the students’
positive attitudes toward reflective journal writing. The findings also
showed the things that commonly written by the students in reflective
journal including the students’ feelings, students’ experiences, students’
strengths and weaknesses, and things that should be improved during
their teaching practices in Micro Teaching class.
Keywords: students’ attitude, reflective journal
INTRODUCTION
In this current global era, education becomes more challenging since it is
one of the influential things in the national development. According to Cobb,
Darling-Hammond, and Murangi (1995, as cited in Maarof, 2007), education is
considered as one of the most important factors in the national development.
Education itself is not only about how students get the knowledge, but also about
how teachers create and prepare the materials so that the students can comprehend
the materials. In designing the materials, teachers are required to provide some
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activities that may be useful for the students based on the students’ level. As Cobb
(1999, as cited in Maarof, 2007) stated that the goal of teacher-preparation
programs around the world is to prepare qualified teachers. Qualified teachers are
those who can reflect their teaching and learning process in order to make some
improvement on their teaching performance. One of the improving ways is by
using reflection. The reflection is useful for the students desiring to be a teacher,
because it can help them to evaluate their experiences and improve their teaching
practices. Moreover, for the students with limited experiences of teaching,
reflection is important and necessary in improving their teaching ability.
In English Language Education Program (ELEP) of Universitas Kristen
SatyaWacana (UKSW), Salatiga, there are some courses that apply reflection
practices. One of the courses is Micro Teaching in which the students are required
to write reflective journals after having a teaching practice in order to reflect their
teaching performance. In reflective journal, the students should write about their
teaching experiences including their strengths and weaknesses in teaching,
teaching strategies, the materials, classroom management, and they should also
reflect their feeling toward their experience. According to Maarof (2007), writing
a reflective journal can support the students to evaluate their strengths and
weaknesses in their teaching. Therefore, writing a reflective journal would help
the students in improving their teaching from their mistakes.
This study focuses on the students of English Language Education
Program (ELEP) of Faculty Language and Arts (FLA) in Universitas Kristen
SatyaWacana (UKSW) about their attitudes towards reflective journal in Micro
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Teaching course. The reason of selecting this issue is because most of the
lecturers in this department, especially in Micro Teaching course, require the
students to write a reflective journal after having a teaching practice.
Based on the reason above, the purpose of this study is to find out the
students’ attitudes toward reflective journals. The question driving this study was
“What are the students’ attitudes toward reflective journal?”.The objective of this
study may help the teachers to know the importance of writing reflective journals
including the benefits and the difficulties of writing reflective journals, students’
feelings in writing reflective journals, and the contents that are usually written in a
reflective journal. Hence, the teachers become more aware to the students’
attitudes toward reflective journal writing. In addition, the teachers may give clear
guidelines to their students to write a reflective journal and they could start by
asking the students to give more feedbacks or comments to their friends, so it
would help them in writing the reflective journal.
LITERATURE REVIEW
This literature review focuses on two primary areas. The first area focuses
on a definition of attitude. The second area focuses on the definition of reflective
journal and the benefits of reflective journal.
The Definition of Attitude
According to Abu-Hilal (2013) the term attitude refers to “an individual
mental state, which is based on his or her beliefs or value system, emotions, and
tendency to act in a certain way”. It means that attitude can influence each
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individual mental. In social psychology perspectives, attitude is “evaluation of an
attitude object, ranging from extremely negative to extremely positive.” Similarly
to Abu-Hilal (2013), attitude is “a predisposition or a tendency to respond
positively or negatively towards a certain idea, object, person, or situation.” Since
attitude is a system which can control individuals’ thought, Abu-Hilal (2013)
divided three types of attitudes; cognitive, affective, and behavior. First, cognitive
represents someone’s thoughts, beliefs, and ideas toward something; it can be
person, object, or situation. Besides, it can be about people opinions about
something. Second, affective focuses on someone’s emotions or feelings toward
any person, object, or situation, such as fear or hate. Third is behavior, it’s about
what people do or someone’s attitude toward any person, thing, or a situation.
Definition of Reflective Journal
Writing journals is a common practice within education in various fields.
A reflective journal is an individual activity which consists of ideas, thoughts,
reflections and feelings which is produce into paper in various learning contexts
(Gilmore (1996, cited in Maarof, 2007)). Moreover, Farrell (1999) stated that
reflections are not only transferred in to written form but also conducted orally.
Besides, it can be either done individually or in groups. However, most reflections
are done as an individual activity, and thus it requires a certain amount of selfdiscipline. As stated by Janisek (1999, cited in Maarof, 2007) that reflective
journals are used in research on teacher education in the attempt to promote
reflective thinking in teaching. Therefore reflective journal is useful for teaching
and learning process. Since in the reflective journal students in the teacher
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education are not only need to reflect the incidents and activities which had
occurred in the classroom, but the students also need to tell their thought, their
feelings and their strategy to overcome problem that appeared while teaching. In
writing regularly, the students will soon discover new perspectives of particular
experiences and begin to create ideas about what actions can be taken.
The Benefits of Writing Reflective Journal
The benefits of reflective journal writing itself are reported in many
publications and research. As the definitions above, reflective journal is important
in helping the students to improve their teaching ability. It shows that reflective
journal itself offers important insights into the patterns of behaviors of the teacher
and others. Reflective journals have function as a window of experiences and are
learning tools which help the students in understanding his or her own teaching
practices, it can be about his or her attitudes, management skills and other aspect
in teaching (Kerka, 1996; Wilheim et.al cited in Ferraro, 1999, p. 4).
According to the study by Lear (2011) the findings indicated that reflective
journal have had a beneficial impact on improving certain domains of intonation
as well as increasing motivation and developing metacognitive awareness. As
defined by Sajna & Premachandran (2016), metegocnition itself is often referred
to as “thinking about thinking”. It means that metacognition is a system that helps
people to understand and control his or her own cognitive performance. Similarly,
Hacker (2009) stated that “Metacognition involves awareness of how they learn,
an evaluation of their learning needs, generating strategies to meet these needs and
then implementing the strategies”. According to the study by Arredondo and
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Rucinscki (1994) the findings indicated that the students had used metacognitive
thinking and journals helped foster thinking in-depth about what and how they
learned in the lessons.
As said by Rodman (2010) reflective practice also helps the students of the
teaching program to evaluate and develop their teaching strategies. Through
reflective journal students are able to plan the teaching method for their teaching
practices and create activities for their teaching appropriately. Furthermore, Farrah
(2011) conducted the study that assessed the benefits of keeping reflective journal
writing and the findings indicated that one of the benefits of reflective journal is
enhancing creativity among university students. He also added that reflective
journal also help the university students in improving their critical thinking.
Surprisingly, in the study by Dyment (2006) found that one of the benefits
of reflective journal is can improve the writing skills. Similarly, Farrah (2011)
also examined the benefits of reflective journaling and he found that it help in
improving English writing skills. Therefore, it shows that reflective journaling not
only beneficial in the teaching aspect but also in the writing skill.
The Content of Reflective Journal
In writing reflective journal there should be a clear guideline for the
students. As stated by Iwaoka (2007) that reflective journals must contain some
aspects includes the review and reflection of our teaching practice and the
resolution of the problem that may occurred in the classroom during the teaching.
Similarly, Jay and Johnson (2002, cited in Fatemi, Shirvan & Rezvani, 2007) also
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stated that there are three important element that should consist in a reflective
journal which are description, comparison and criticism. First, in the description
we have to explain about what happened in the classroom or what is the problem
that occurred in the classroom. Moreover, in this part we can describe the
participants in our teaching and the topic of our teaching. Second, in the
comparison part we compare our opinion with others’ opinion, so we can see from
the different point of views. Third, in the criticism part we have to think critically
in making decision of the problem that we faced and designing the material or
activity in our teaching.
According to the study prepared by The Learning Centre, The University
of New South Wales (2008, cited in Farrah, 2011), reflective writing has seven
characteristics which are:
1. your response to experiences, opinions, events or new information
2. your response to thoughts and feelings
3. a way of thinking to explore your learning
4. an opportunity to gain self-knowledge
5. a way to achieve clarity and better understanding of what you are learning
6. a chance to develop and reinforce writing skills
7. a way of making meaning out of what you study
Based on the characteristics above, it shows that in the reflective journal is
not only tells the reader about what was happened during the teaching practice but
also about our thinking and feelings. Besides, reflective journal offer an
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opportunity to gain self knowledge and explore our learning, so that we have a
chance to develop not only our teaching skill but also other skill.
THE STUDY
In this study, the researcher used the qualitative method. According to
Cassell and Symon (1994, p.7), qualitative method is “a focus on interpretation
rather than quantification, flexibility in a process of conducting research, a
concern with context regarding behavior situation as inextricably linked in
forming experience.”
Context of the Study
The study took place in Universitas Kristen Satya Wacana (UKSW) which
is located in Salatiga, Central Java, Indonesia. The researcher chose English
Language Education Program (ELEP) in Faculty Language and Arts (FLA) of
Universitas Kristen Satya Wacana (UKSW) because it is already accredited A.
English Language Education Program (ELEP) also provides a course called Micro
Teaching where all of students are required to write reflective journal after they
finish their teaching practice. Since the students are required to write reflective
journal, it is important to know about the students’ attitudes toward reflective
journal in Micro Teaching class.
Participants
The participants were ten students of Micro Teaching course. The
participants consist of three female and seven male with the range of age between
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19 – 22 years old. To be specified, the participants were those who have already
experienced or passed Micro Teaching Course, especially for bench 2013 and
2012 in semester six. There were four participants from bench 2012 and six
participants from bench 2013. The participants were taken from one group of
Micro Teaching Course. Therefore, the researcher used convenient sampling in
selecting the participants.
Instrument of Data Collection
This study applied a semi-structured interview for obtaining the data from
participants. The advantages of the interview are the researcher will get richer
data, opinions, patterns, and various thoughts toward the topic (Trost, p.7 as cited
in Carlsson, 2008). According to Saunders, Lewis, and Thornhill (2007), the
researcher has the possibility to control the collections process of the primary data
and the possibility to get deeper data in face to face interviews. The researcher
divided the questions into several parts because some of the questions were
double-barreled. In the interview session, the researcher gave follow-up questions
to get thoughtful and richer data.
Moreover, the interview was done using Indonesian to make the
participants understood the questions easily. Then, the interview was recorded by
using a mobile phone. There were 9 question items for the interview questions.
The interview questions were divided into three attitude components; students’
cognition (belief or opinion), students’ affection (feeling and emotion) and
students’ behavior (attitude).
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Data Collection Procedures
In collecting the data, the researcher conducted piloting which was
followed by three participants. The piloting was done to find out whether the
questions were understandable or confusing for the participants. It also helped the
researcher to decide whether the data provide necessary information or not which
related to the research question. After piloting, the interview was conducted in
order to get reliable data. The interview was recorded using a mobile phone. The
participants were interviewed individually and it focused on the participants’
attitudes toward reflective journals in Micro Teaching class.
Below is the table of detail information about the participant, the time, and
length of interview of each participant:
No
Participant
Date of Interview
Length of Interview
1
Participant A
June 6th, 2016
14 minutes
2
Participant B
June 6th, 2016
18 minutes
3
Participant C
June 11th, 2016
15 minutes
4
Participant D
June 17th, 2016
18 minutes
5
Participant E
June 14th, 2016
18 minutes
6
Participant F
June 15th,2016
19 minutes
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Participant G
June 20th, 2016
17 minutes
8
Participant H
June 21st, 2016
15 minutes
9
Participant I
June 22nd, 2016
14 minutes
10
Participant J
June 26th , 2016
16 minutes
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Data Analysis Procedures
After the interview and collect data, the data were transcribed. After
transcribing, the data were grouped into 3 main categories of attitude which were
students' cognition (beliefs or opinion), students' affection (feeling and emotion)
and students’ behavior (attitude). Therefore, the data was analyzed based on the
classification of the content or themes from the participants. This theme
classification helped the researcher to analyze the data easily. Moreover, this
classification became the theme in each question and the interview result was
translated into English in the findings and discussion parts. Those sections and
subsections used a clear transcription of the interview result to classify the
answers belong to the subsections provided.
FINDINGS AND DISCUSSION
This part will discuss about students’ attitudes toward reflective journal in
a Micro Teaching class. The discussion will be divided into several sections
which are students’ cognition (belief and opinion), students’ affection (feeling and
emotion), and students behavior (attitude). The themes are arranged based on the
answers of the participants.
The Benefits of Reflective Journal
In the first section, the discussed topicwas about the students’ belief or
opinion about writing reflective journals. According to the participants, there are
some different opinions related to the benefits of writing reflective journals in
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Micro Teaching class. Most of them believed that reflective journals helped them
to evaluate themselves in the teaching practice of the Micro Teaching class as they
could realize their strengths and weaknesses so that they could improve their
performance, express their feelings, develop their creativity and improve their
writing skill.
First, 3 out of 10 participants believe that reflective journal helps students
to evaluate their teaching practice. Here are some interview excerpts of the
participants:
“Ya ada, sebagai tempat mengevaluasi cara mengajar.” (Participant A)
(“Yes, it can be as a way of teaching evaluation.”) (Participant A, my
translation)
“Ya tentu saja.Ada begitu banyak manfaat dari menulis reflective journal.
Pertama, saya bisa mengevaluasi apa yang telah saya lakukan di kelas sehingga
saya bisa membuat perbaikan dalam mengajar berikutnya.” (participant F)
(“Yes, of course. There are many advantages of writing reflective journal. First, I
can evaluate what I have done in the classroom, so I can make some
improvements in the next teaching.”) (Participant F, my translation)
According to the opinions above, it shows that writing reflective journals
is useful for the students in evaluating their teaching performance, so that they can
make some improvement for their next performance. According to study by Lear
(2011), the findings indicated that reflective journals have a beneficial impact in
improving certain domains of intonation as well as increasing motivation and
developing metacognitive awareness. Metacognitive awareness itself includes of
how a person evaluate their own learning. As stated by Hacker, Keener and
Kircher (2009) that “Metacognition involves awareness of how they learn, an
evaluation of their learning needs, generating strategies to meet these needs and
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then implementing the strategies”. It is similar to Sajna and Premachandran
(2016) that metacognition can help people to understand and control their own
teaching performance. Hence, it can be concluded that writing reflective journals
support the students to be aware to their own teaching performance in order to
improve their next performance.
Second, 3 out of 10 participants believed that reflective journals helped
them to realize their strengths and weaknesses so that they can improve their
teaching performance. Here are some participants’ excerpts:
“Manfaat menulis reflective journal adalah saya bisa mengetahui kelemahan dan
kelebihan saya, jadi saya kedepannya bisa perlahan memperbaiki kelemahan dan
mempertahankan kelebihan saya pada kelas mengajar berikutnya.” (Participant
D)
(“The benefits of writing reflective journals are that I could realize with my
weaknesses and strengths, so in the future I can gradually correct my weaknesses
and maintain my strengths in the next teaching.”) (Participant D, my translation)
“Menurut saya reflective journal itu membantu sekali karena dengan reflective
journal kita bisa memperbaiki kesalahan yang terjadi di praktik mengajar yang
sebelumnya karena reflective journal dibuat setelah kita melakukan praktik
mengajar. Jadi dengan menulis reflective journal saya bisa mengingat kesalahan
yang kita lakukan dan kemudian memikirkan cara untuk memperbaikinya.”
(Participant I)
(“In my opinion, reflective journalsare helpful as we can correct our mistakes in
the previous teaching practice since reflective journalswerewritten after we have
done the teaching practice. Therefore, by writing a reflective journal I can
remember the mistakes that we have done and then we could think of the solution
to overcome them.”) (Participant I, my translation)
Based on the opinions above, it shows that writing reflective journal can
help them to realize their strengths and weaknesses so that they improve their
teaching performance. According to the study by Arredondo and Rucinscki
(1994), the findings indicated that the students had used metacognitive thinking
and that journals helped foster thinking in-depth about what and how they learned
or did not learn in the lessons.”
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Third, the participant believed that reflective journals can help him/ her to
express his/her feelings. Below is the participant’s statement:
“Kedua, saya bisa mengungkapkan perasaan saya ketika mengajar di dalam
reflektif pribadi ini.” (Participant F)
(“Second, I could express my feelings when I was teaching through this reflective
journal.”) (Participant F, my translation)
According to the opinions above, it shows that there is self-reflection in
reflective journals and the students can express their feelings. Gilmore (1996,
cited in Maarof, 2007) stated that a reflective journal is an individual activity
which consists of ideas, thoughts, reflections and feelings which is written into a
paper. It can be seen that feeling is one of the elements that is usually written in a
reflective journal, so the students can express what and how their feeling is during
the course.
Fourth, a participant who believes that reflective journal helps them to
develop their creativity. Here is an excerpt of her:
“Dengan menulis reflective journal kita bisa mengembangkan kreatifitas dalam
mengajar….” (Participant C)
(“By writing a reflective journal we can develop our creativity in teaching….”)
(Participant C, my translation)
According to the opinion above, it shows that reflective journal helps the
students to develop their creativity. As Farrah (2011) stated that one of the
benefits of reflective journaling is enhancing creativity among university students.
In this case, creativity which meant is the students’ creativity in teaching aspects,
for example in creating activity or task in their teaching practice.
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In addition, there are 2 participants with unique opinion because they
stated that by writing reflective journals they can improve their writing skill.
Below are their interview excerpts:
“Ketiga, membuat jurnal reflektif juga membantu dalam meningkatkan
kemampuan menulis saya.” (Participant F)
(“Third, writing a reflective journal also helps me in improving my writing
skills.”) (Participant F, my translation)
“Manfaatnya selain untuk memenuhi persyaratan kelas tersebut adalah dapat
mengasah kemampuan menulis kita…” (Participant H)
(“Besides fulfilling the requirements of the course, we could also sharpen our
writing skill…”) (Participant H, my translation)
Based to the above opinions, it shows that the benefit of writing reflective
journalscould be also out of teaching context. By writing reflective journals,
students can also advance their writing skills. According to O'Connell and
Dyment (2006), one of the benefits of journaling is in improving the writing
skills. Similarly, Farrah (2011) stated that reflective journal have benefits on
improving English writing skills.
According to the interview results, there are some benefits of reflective
journalsfor the students in the Micro Teaching class. Reflective journals help the
students to evaluate their teaching practice in the micro teaching class, to realize
their strengths and weaknesses so that they improve their performance. Moreover,
by writing a reflective journal they can express their feelings, develop their
creativity and improve their writing skill.
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Students’ Feeling toward Writing Reflective Journal
In the second section, the discussed thing is about the students’ belief or
opinion about their feelings in writing reflective journals. Based on the interview
results, there are some different opinions about feeling in writing reflective
journals. Some of the participants stated that they were happy with some reasons.
However, some other participants also said that they were confused in writing
reflective journals with some reasons.
First, 6 out of 10 participants said that they felt happy in writing reflective
journals. Here are some statements of the participants:
“Saya merasa senang karena dalam reflective journal saya juga harus menulis
kekurangan saya kesulitan yang saya alami saat praktik mengajar di kelas Micro
teaching, jadi hal itu membuat saya termotivasi untuk memperbaikinya di praktik
mengajar yang selanjutnya.” (Participant I)
(“I felt pleased because in reflective journals I had to write the weaknesses and
the difficulties that I experienced when I was doing the teaching practice in the
Micro Teaching class, so it could motivate me in improving the next teaching
practice.”) (Participant I, my translation)
“Saya merasa senang karena pada dasarnya saya memang suka menulis. Ketika
saya menulis saya bisa mengekspresikan perasaan saya. Dan dengan reflective
journal ini saya bisa menuliskan apa yang saya rasakan ketika praktik mengajar.”
(Participant F)
("I felt glad because actually I like writing. By writing, I could express my
feeling. And by writing reflective journals, I could write about what I felt when I
was teaching.") (Participant F, my translation)
“Saya merasa senang dan menikmati proses menulis reflective journal karena di
dalam reflective journal saya menulis pengalaman saya sendiri selama praktik
mengajar di kelas Micro Teaching …” (Participant J)
(“I felt contented and I enjoyed the process of writing reflective journals because
in reflective journals I wrote about my own experiences when I was doing the
teaching practice in the Micro Teaching class….”) (Participant J, my
translation)
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Based on the statements above, it shows that some students felt happy in
writing reflective journals although they have different reasons. Some participants
felt pleased because by writing reflective journals they can realize about their
strengths and their weaknesses, so that they can make some progress for their next
teaching practice. Other reasons are that they felt gladnow that in reflective
journals they write their experience and they could also express their feeling when
they were teaching. Schon defined “reflective practice as thinking through his
own experience of putting knowledge to practice while under the supervision of
experienced experts in the field” (1987,cited in Ferraro, 1999). It is similar to
Farrah (2011) who stated that a reflective writing has some characteristics which
are exploring the experiences, opinion, feelings and how to improve performance.
Second, 3 out of 10 participants said they felt confused in writing a
reflective journal. In this case, there are different reasons behind that. The first
reason is it was hard to him or her to evaluate him or herself. Here is the
participant’s statement:
“Namun terkadang saya juga merasa bingung karena saya kesulitan untuk menilai
diri sendiri.” (Participant C)
(“However, sometimes I was confused because it was hard for me to evaluate
myself”) (Participant C, my translation)
The second reason is he or she was confused about what they have to write
in a reflective journal. Since the feedback from his/her teacher and friends are not
enough to support him/her in producing the reflective journal. Here is the
participant’s statement:
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“Bingung karena pas saya mengajar komen (komentar) dari teman atau dosennya
tidak begitu banyak jadi kadang bingung mau nulis apa di reflective journal
tersebut.” (Participant E)
(“I was confused because when I was teaching, the feedbacks from my teacher
and my friend are not enough. Therefore, sometimes I was confused about what I
would write in my reflective journal. ”) (Participant E, my translation)
The third reason is that he/she did not have any idea in his/her mind, so
he/she was confused when writing a reflective journal. Below is the participant’s
statement:
“Yang saya rasakan ketika saya menulis reflective journal pertama kali adalah
bingung. Karena saya sering mengalami “nge-blank” ide tidak langsung muncul
di pikiran saya.” (Participant H)
(“When I wrote my reflective journal, the first thing that I felt was confused
because Iwas often blank and I did not have any idea in my mind.”) (Participant
H, my translation)
According to the participants’ answers above, they faced difficulties in
evaluating themselves. Some other students also said that they did not have any
idea what they should write in a reflective journal.
Topic That Students Write in Reflective Journal
This part discussed about things that the students’ write in a reflective
journal. As one of the lists of characteristics stated by Farrah (2011) “the
characteristics of reflective journal writing as follow your response experience,
opinion, events….”. It is appropriate with the interview result that the researcher
achieved in this study. Based on the participants’ statements, there are four
categories that theywrote in a reflective journal. The first is about the students’
feeling, the second is about things that should be improved, the third is about the
experience, and the last is about the strengths and weaknesses.
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First, 4 out of 10 participants said that in their reflective journals they
wrote about their feeling. Here are some statements of the participants:
“ Tentang feeling, hal-hal yang dialami selama berada di kelas tersebut…..”
(Participant B)
(“I wrote about feelings, things that I experienced during the class.…”)
(Participant B, my translation)
“Yang saya tulis dalam reflective journal adalah tentang apa yang saya rasakan
selama mengajar…..” (Participant C)
(“Things that I wrote in my reflective journal was about what I felt during the
teaching process….”) (Participant C, my translation)
“Saya terbiasa menulis masalah yang saya hadapi di kelas, kekhawatiran saya
saat mengajar….” (Participant D)
(“I usually wrote the problem that I faced in my class, about my fears when I was
teaching….”) (Participant D, my translation)
According to the interview result above, it shows that the students can
express their feeling by writing a reflective journal. As Gilmore (1996, cited in
Maarof, 2007) statement that a reflective journal is an individual activity in that
teachers commit feelings to paper in various learning contexts.
Second, 5 out of 10 participants stated that in their reflective journals they
usually wrote about things that should be improved. Here is the participant’s
statement:
“Yang saya tulis dalam reflective journal adalah tentang langkah apa yang harus
saya lakukan dalam memperbaiki praktek mengajar selanjutnya.” (Participant C)
(“Things that I wrote in my reflective journal was about what I should do in
improving my next teaching practice.”) (participant C, my translation)
Based on the interview result above, it shows that the students also wrote
their reflective journalsabout the things that should be improved in their teaching
practice. I think it’s important for them to know what things that should be
19
changed or improved in their teaching practice. Hence, they would know about
what they should do next and it makes them easier in developing their
performance. As Farrell (2012) illustrated on how language teachers can use
reflective writing as a mean of reflective practice for professional development
purposes.
Third, 4 out of 10 participants said that the other thing that they write in
their reflective journal is about their experience. Here are some excerpts of
participants:
“Yang saya tulis dalam reflective journal hanyalah hal apa yang sudah saya
lakuakan….” (Participant G)
(“In reflective journal I only wrote about what I have done….”) (Participant G,
my translation)
“Di dalam reflective journal biasanya saya menulis tentang pengalaman setelah
mengajar….” (Participant H)
(“In the reflective journal I usually wrote about my experience after teaching…”)
(Participant H, my translation)
The statements above indicated that experience is also one of the things
that are included in a reflective journal. The students usually wrote or shared
about their experience during the class through reflective journals. As one of the
lists of characteristics stated by Farrah (2011) “the characteristic of reflective
journal writing as follow your response experience, opinion, events….”.
Third, 4 out of 10 participants explained about their strengths and
weaknesses in the reflective journal. Below are the interview excerpts of the
students:
20
“Yang saya tulis dalam reflective journal adalah tentang kekurangan dan
kelebihan selama mengajar” (Participant C)
(“Things that I wrote in my reflective journal was about my strengths and
weaknesses during teaching.”) (Participant C, my translation)
“Saya menulis tentang kekurangan dan kelebihan saya pas ngajar....” (Participant
E)
“I wrote about my strength and weakness when I taught…” (Participant E, my
translation)
The statement above indicates that in reflective journals the students also
tell about their strength and weakness during their teaching practice in the Micro
Teaching class. According to the study by Farrah (2011) about the benefits of
reflective journaling, reflective journals help the university students in improving
their critical thinking as the students on that level are required to think more
critically about their environment and also about themselves.
CONCLUSION
The purpose of the study is to find out the students’ attitudes toward
writing reflective journal in a Micro Teaching class. The research question is
“what are the students’ attitudes toward reflective journals in Micro Teaching
class?” The participants were 10 students of Micro Teaching class in English
Language Education Program (ELEP) of Faculty Language and Art (FLA),
Universitas Kristen SatyaWacana (UKSW).
Based on the results, all of the participants have positive attitudes toward
reflective journals. The participants believe that there are some benefits of writing
reflective journals. Most of them stated that reflective journals help them to
21
evaluate their teaching performance and to realize about their strengths and
weaknesses. Besides, there is also a participant who stated that reflective journals
can help him/her to express his/her feelings. In addition, there are some
participants with unique opinions about the benefits of writing reflective journals.
They stated that by writing reflective journals they can improve their writing skill.
This research also found the fact that most of the participants felt
contented in writing reflective journals. It is caused by writing reflective journal
they can express their feeling and their experience, and they can also make some
improvement after they know about their strengths and weaknesses. However,
there are some participants who felt confused when writing reflective journals.
The first reason is because it was hard for them to evaluate themselves. The
second is because the teacher and friend’s feedback were very limited and not
enough to support him/her in writing the reflective journal. The third reason is
because they did not have any idea when they wrote a reflective journal.
Other finding in this research is about what the students write in a
reflective journal. The result indicated that in reflective journals they write about
their feelings, things that should be improved, their experiences, and also about
their strengths and weaknesses.
The present study may help the teachers to know the importance of writing
reflective journals including the benefit of writing reflective journal, the students’
difficulties of writing reflective journals, students’ feeling in writing reflective
journals, and the content that is usually written in reflective journals. Therefore,
22
the teachers become more aware to the students’ attitudes toward reflective
journals writing and they could give clear guideline to their students to write
reflective journals. Besides, the teacher can start to guide the students to give
more feedbacks or comments to their friends in order to help the students to write
the reflective journals. Although the research has reached its aims, there is an
unavoidable limitation. The result cannot be generalized to other students because
the samples are only 10 participants taken from a group of Micro Teaching
course. Other students may have different opinion about reflective journals
writing.
For the further research, I hope that the researcher can investigate about
the effect of reflective journal writing for student teachers in the Teaching
Practicum Program.
23
REFERENCES
Abu-Hilal, M. (2013).Attitudes toward school, homework, subject matter value,
self-concept and positive affect: A structure equation model.Retrieved
September 22, 2015 from
http://www.iea.nl/fileadmin/user_upload/IRC/IRC_2013/Papers/IRC2013_Abu-Hilal_etal.pdf
Arredondo, D.E., and Rucinski, T.T. (1994). Using reflective journals and the
workshop approach in university classes to develop students' selfregulated learning. Paper presented at the Annual Meeting of the
American Educational research Association, Louisiana, 1994. (ERIC
Document Reproduction Service No. ED404892)
Carlsson, T. (2008). Homework for English from the students' perpectives.
Sweden: Malmö Högskola. Retrieved September 22, 2015 from
https://dspace.mah.se/bitstream/handle/2043/7664/dissertation%20thomas
%20carlsson.pdf?sequence=1
Cassell, C., & Symon, G., (Eds.). (1994). Qualitative research in work contexts.
London: Sage.
Cobb, V.L. (1999). An international comparison of teacher education. (ERIC
Digests
and
Publications
Digest
Number:
1999-2.)
[Online]
http://www.ericsp.org/pages/digests/intern_comparison_edu_99-2.html.
Cobb, V.L., Darling-Hammond, L., and Murangi, K. (1995). Teacher preparation
and professional development in APEC members: An overview of policy
and practice. (ERIC Reproduction Service Number ED 383683) [Online]
http://langue.hyper.chubu.ac.jp/jalt/pub/tlt/96/dec/reflection.html.
Dynment, J.E & O’Connell, T.S (2006). Reflections on using journals in higher
education: A focus group discussion with faculty. Assessment &
Evaluation in Higher Education, 31(6), 671-691.
24
Farrah, M. (2011).Reflective Journal Writing as an Effective Technique in the
Writing Process. Humanities, 26(4), p.3.
https://journals.najah.edu/media/journals/full_texts/reflective-journalwriting-effective-technique-writing-process.pdf
Farrell, T. (2012). Reflective writing for language teachers. Equinox. The
Learning Centre. (2008). The University of New South Wales. Retrieved
May 26, 2010, from http://www.lc.unsw.edu.au.
Fatemi, A. H., Shirvan, M. E., & Rezvani, Y. (2011). The effect of teachers’ selfreflection
on
EFL
learners’
writing
achivement.
Cross-Cultural
Communication, 7(3), 117-183.
Ferraro, J. (1999). Reflective practice and professional development. (ERIC
Digests
and
Publications
Digest
Number:
00-3)
[Online] http://www.ericsp.org/pages/digests/reflective_practice.html.
Gilmore, F. (1996).Qualitative research: Written journals within teacher training.
Unpublished manuscript. Christchurch College of Education, New
Zealand.
Hacker D.J., Keener M.C., Kircher J.C. (2009). Writing is applied metacognition.
In Hacker D.J., Dunlosky J., Graesser A.C. (Eds), Handbook of
metacognition in education (pp. 154-172). New York: Routledge.
Iwaoka, W. (2007). A guide for writing a reflective journal. Online course,
University
of
Hawaii,
Manoa.
Retrieved
from
http://misclab.umeoce.maine.edu/boss/classes/SMS_491_2007/journal.pdf
Janisek, V. (1999). A journal about journal writing as a qualitative research
technique: History, issues and reflections. Qualitative Inquiry, 5(4), 505524.
Kerka, S. (1996). Journal writing and adult learning. (ERIC Digests. ERIC
Digest No. 174, 1-5. [Online] http://www.ed.gov/databases/ERIC_Digests
/ed399413.html.
25
Lear, EL (2011). The Effectiveness of Guided Reflective Journals as Autonomous
Learning Tools to Develop Intelligible Features of Pronunciation in Large
English as an International Language Classes.
https://experts.griffith.edu.au/publication/n7a8d0fe4503dc27b590dbf5b9f5
84cee
Maarof, N. (2007). Telling his or her story through reflective journals.
International Education Journal. Malaysia: National University of
Malaysia.
Rodman, G. J. (2010). Facilitating the teaching-learning process through the
reflective engagement of pre-service teachers. Australian Journal of
Teacher Education, 35(2), 19-34.
Saunders, M., Lewis, P., &Thornhill, A. (2007).Research methods for business
students (4th ed). Prentice Hall.
Schon, D. (1987). Educating the reflective practitioner. Paper presented to the
1987 meeting of the American Educational research Association,
Washington, DC, 1-19. Posted by Tom Russell, Queen's University,
January, 1998.
Sajna Jaleel, Premachandran P. (2016). A study on the metacognitive awareness
of secondary school students. Universal Journal of Educational Research,
4, 165-172. Doi:10.13189/ujer.2016.040121.
26
ACKNOWLEDGEMENT
This research was accomplished with the help of many people. First, I
would like to thank to Allah SWT because Allah gives me a soul that never loses
faith and my prophet Muhammad as my inspiration to write this thesis.
I would like to appreciate and thanks for my supervisor Ibu Anita
Kurniawati Hadianto, M.Hum. , Ibu Victoria Usadya Palupi, M.A-ELT and Ibu
Frances Sinanu, M.A. because their patience and kindness in guiding me until I
finished my thesis. Also, thanks for all participants who help me in collecting
data.
Special words for my family due to support and motivate throughout the
whole thesis process. I am indebted to the participants for the patience and
dedication to my thesis. The last but not least, I am also thankful for my best
friends; Lusiana Setya N, Anestasia Y, Widya Eka, Rizza Faoziah, Rahmawati
Rifka and Imam Safroni who always beside me.
27
APPENDIX
Interview questions
1. Apakah kamu pernah menulis reflective journal?
2. Apakah kamu suka menulis reflective journal? kalau iya alasannya kenapa
dan kalau tidak alasannya apa ?
3. Menurut Anda apa ada manfaat dari menulis reflective journal di kelas
Micro Teaching? Kalau ada, tolong jelaskan manfaatnya.
4. Apakah ada kesulitan menulis reflective journal di kelas Micro Teaching?
Kalau ada, tolong jelaskan kesulitan yang Anda hadapi.
5. Menurut Anda apakah ada hubungan antara menulis/tidak menulis
reflective journal dengan praktek mengajar Anda di kelas Micro Teaching?
6. Menurut Anda menulis/tidak menulis reflective journal mempengaruhi
Anda sebagai calon guru?
7. Apa yang Anda rasakan ketika menulis reflective journal? Mengapa Anda
merasa demikian? Jelaskan!
8. Apakah yang Anda tulis dalam Reflective journal? Mengapa Anda
menuliskan itu? Jelaskan!
9. Bisakah Anda menceritakan pengalaman Anda dalam menulis Reflective
journal dan pendapat Anda mengenai hal tersebut?
28
JOURNAL IN MICRO TEACHING CLASS
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Agustiana Catur Lestari
112012102
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
2016
i
ii
iii
iv
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in
any course accepted for the fulfillment of any degree or diploma in any university.
To the best of my knowledge and my belief, this contains no material previously
published by any person except where due reference is made in the text.
Copyright@ 2016. Agustiana Catur Lestari and Anita Kurniawati Hadianto,
M.Hum.
All right reserved. No part of this thesis may be reproduced by any means without
the permission of at least one of the copyright owners or the English Language
Education Program, Faculty of Language and Arts, Satya Wacana Christian
University Salatiga.
Agustiana Catur Lestari:
v
vi
TABLE OF CONTENTS
COVER PAGE .................................................................................................................. i
PERNYATAAN TIDAK PLAGIAT ............................................................................... ii
PERNYATAAN PERSETUJUAN AKSES ................................................................... iii
APPROVAL PAGE ........................................................................................................ iv
COPYRIGHT STATEMENT ........................................................................................... v
PUBLICATION AGREEMENT DECLARATION ....................................................... vi
TABLE OF CONTENTS ............................................................................................... vii
ABSTRACT ..................................................................................................................... 1
INTRODUCTION ........................................................................................................... 1
LITERATURE REVIEW ................................................................................................. 3
Definition of Attitude ........................................................................................... 3
Definition of Reflective Journal ........................................................................... 4
The Benefits of Reflective Journal ....................................................................... 5
The Content of Reflective Journal ....................................................................... 6
THE STUDY .................................................................................................................... 8
Context of the Study ............................................................................................ 8
Participants ........................................................................................................... 8
Instrument of Data Collections ............................................................................ 9
Data Collections Procedures .............................................................................. 10
Data Analysis Procedures .................................................................................. 11
vii
FINDINGS AND DISSCUSION ................................................................................... 11
The Benefits of Reflective Journal ..................................................................... 11
Students’ Feeling toward Writing Reflective Journal ........................................ 16
Topic That Students Write in Reflective Journal ............................................... 18
CONCLUSION .............................................................................................................. 21
REFERENCES ............................................................................................................... 24
ACKNOWLEDGEMENTS ........................................................................................... 27
APPENDIX ..................................................................................................................... 28
viii
STUDENTS’ ATTITUDES TOWARD REFLECTIVE JOURNAL IN
MICRO TEACHING CLASS
Agustiana Catur Lestari
Abstract
This research focused on the students’ attitudes toward reflective journal
in Micro Teaching class. The purpose of the present study was to find out
the students’ attitudes toward reflective journal in Micro Teaching class.
This study used a semi-structured interview to collect the data. The
individual interview was conducted with 10 students in one of particular
group of Micro Teaching class in English Language Education Program
(ELEP) of Faculty Language and Arts (FLA), Universitas Kristen Satya
Wacana (UKSW). The findings of this study showed the students’
positive attitudes toward reflective journal writing. The findings also
showed the things that commonly written by the students in reflective
journal including the students’ feelings, students’ experiences, students’
strengths and weaknesses, and things that should be improved during
their teaching practices in Micro Teaching class.
Keywords: students’ attitude, reflective journal
INTRODUCTION
In this current global era, education becomes more challenging since it is
one of the influential things in the national development. According to Cobb,
Darling-Hammond, and Murangi (1995, as cited in Maarof, 2007), education is
considered as one of the most important factors in the national development.
Education itself is not only about how students get the knowledge, but also about
how teachers create and prepare the materials so that the students can comprehend
the materials. In designing the materials, teachers are required to provide some
1
activities that may be useful for the students based on the students’ level. As Cobb
(1999, as cited in Maarof, 2007) stated that the goal of teacher-preparation
programs around the world is to prepare qualified teachers. Qualified teachers are
those who can reflect their teaching and learning process in order to make some
improvement on their teaching performance. One of the improving ways is by
using reflection. The reflection is useful for the students desiring to be a teacher,
because it can help them to evaluate their experiences and improve their teaching
practices. Moreover, for the students with limited experiences of teaching,
reflection is important and necessary in improving their teaching ability.
In English Language Education Program (ELEP) of Universitas Kristen
SatyaWacana (UKSW), Salatiga, there are some courses that apply reflection
practices. One of the courses is Micro Teaching in which the students are required
to write reflective journals after having a teaching practice in order to reflect their
teaching performance. In reflective journal, the students should write about their
teaching experiences including their strengths and weaknesses in teaching,
teaching strategies, the materials, classroom management, and they should also
reflect their feeling toward their experience. According to Maarof (2007), writing
a reflective journal can support the students to evaluate their strengths and
weaknesses in their teaching. Therefore, writing a reflective journal would help
the students in improving their teaching from their mistakes.
This study focuses on the students of English Language Education
Program (ELEP) of Faculty Language and Arts (FLA) in Universitas Kristen
SatyaWacana (UKSW) about their attitudes towards reflective journal in Micro
2
Teaching course. The reason of selecting this issue is because most of the
lecturers in this department, especially in Micro Teaching course, require the
students to write a reflective journal after having a teaching practice.
Based on the reason above, the purpose of this study is to find out the
students’ attitudes toward reflective journals. The question driving this study was
“What are the students’ attitudes toward reflective journal?”.The objective of this
study may help the teachers to know the importance of writing reflective journals
including the benefits and the difficulties of writing reflective journals, students’
feelings in writing reflective journals, and the contents that are usually written in a
reflective journal. Hence, the teachers become more aware to the students’
attitudes toward reflective journal writing. In addition, the teachers may give clear
guidelines to their students to write a reflective journal and they could start by
asking the students to give more feedbacks or comments to their friends, so it
would help them in writing the reflective journal.
LITERATURE REVIEW
This literature review focuses on two primary areas. The first area focuses
on a definition of attitude. The second area focuses on the definition of reflective
journal and the benefits of reflective journal.
The Definition of Attitude
According to Abu-Hilal (2013) the term attitude refers to “an individual
mental state, which is based on his or her beliefs or value system, emotions, and
tendency to act in a certain way”. It means that attitude can influence each
3
individual mental. In social psychology perspectives, attitude is “evaluation of an
attitude object, ranging from extremely negative to extremely positive.” Similarly
to Abu-Hilal (2013), attitude is “a predisposition or a tendency to respond
positively or negatively towards a certain idea, object, person, or situation.” Since
attitude is a system which can control individuals’ thought, Abu-Hilal (2013)
divided three types of attitudes; cognitive, affective, and behavior. First, cognitive
represents someone’s thoughts, beliefs, and ideas toward something; it can be
person, object, or situation. Besides, it can be about people opinions about
something. Second, affective focuses on someone’s emotions or feelings toward
any person, object, or situation, such as fear or hate. Third is behavior, it’s about
what people do or someone’s attitude toward any person, thing, or a situation.
Definition of Reflective Journal
Writing journals is a common practice within education in various fields.
A reflective journal is an individual activity which consists of ideas, thoughts,
reflections and feelings which is produce into paper in various learning contexts
(Gilmore (1996, cited in Maarof, 2007)). Moreover, Farrell (1999) stated that
reflections are not only transferred in to written form but also conducted orally.
Besides, it can be either done individually or in groups. However, most reflections
are done as an individual activity, and thus it requires a certain amount of selfdiscipline. As stated by Janisek (1999, cited in Maarof, 2007) that reflective
journals are used in research on teacher education in the attempt to promote
reflective thinking in teaching. Therefore reflective journal is useful for teaching
and learning process. Since in the reflective journal students in the teacher
4
education are not only need to reflect the incidents and activities which had
occurred in the classroom, but the students also need to tell their thought, their
feelings and their strategy to overcome problem that appeared while teaching. In
writing regularly, the students will soon discover new perspectives of particular
experiences and begin to create ideas about what actions can be taken.
The Benefits of Writing Reflective Journal
The benefits of reflective journal writing itself are reported in many
publications and research. As the definitions above, reflective journal is important
in helping the students to improve their teaching ability. It shows that reflective
journal itself offers important insights into the patterns of behaviors of the teacher
and others. Reflective journals have function as a window of experiences and are
learning tools which help the students in understanding his or her own teaching
practices, it can be about his or her attitudes, management skills and other aspect
in teaching (Kerka, 1996; Wilheim et.al cited in Ferraro, 1999, p. 4).
According to the study by Lear (2011) the findings indicated that reflective
journal have had a beneficial impact on improving certain domains of intonation
as well as increasing motivation and developing metacognitive awareness. As
defined by Sajna & Premachandran (2016), metegocnition itself is often referred
to as “thinking about thinking”. It means that metacognition is a system that helps
people to understand and control his or her own cognitive performance. Similarly,
Hacker (2009) stated that “Metacognition involves awareness of how they learn,
an evaluation of their learning needs, generating strategies to meet these needs and
then implementing the strategies”. According to the study by Arredondo and
5
Rucinscki (1994) the findings indicated that the students had used metacognitive
thinking and journals helped foster thinking in-depth about what and how they
learned in the lessons.
As said by Rodman (2010) reflective practice also helps the students of the
teaching program to evaluate and develop their teaching strategies. Through
reflective journal students are able to plan the teaching method for their teaching
practices and create activities for their teaching appropriately. Furthermore, Farrah
(2011) conducted the study that assessed the benefits of keeping reflective journal
writing and the findings indicated that one of the benefits of reflective journal is
enhancing creativity among university students. He also added that reflective
journal also help the university students in improving their critical thinking.
Surprisingly, in the study by Dyment (2006) found that one of the benefits
of reflective journal is can improve the writing skills. Similarly, Farrah (2011)
also examined the benefits of reflective journaling and he found that it help in
improving English writing skills. Therefore, it shows that reflective journaling not
only beneficial in the teaching aspect but also in the writing skill.
The Content of Reflective Journal
In writing reflective journal there should be a clear guideline for the
students. As stated by Iwaoka (2007) that reflective journals must contain some
aspects includes the review and reflection of our teaching practice and the
resolution of the problem that may occurred in the classroom during the teaching.
Similarly, Jay and Johnson (2002, cited in Fatemi, Shirvan & Rezvani, 2007) also
6
stated that there are three important element that should consist in a reflective
journal which are description, comparison and criticism. First, in the description
we have to explain about what happened in the classroom or what is the problem
that occurred in the classroom. Moreover, in this part we can describe the
participants in our teaching and the topic of our teaching. Second, in the
comparison part we compare our opinion with others’ opinion, so we can see from
the different point of views. Third, in the criticism part we have to think critically
in making decision of the problem that we faced and designing the material or
activity in our teaching.
According to the study prepared by The Learning Centre, The University
of New South Wales (2008, cited in Farrah, 2011), reflective writing has seven
characteristics which are:
1. your response to experiences, opinions, events or new information
2. your response to thoughts and feelings
3. a way of thinking to explore your learning
4. an opportunity to gain self-knowledge
5. a way to achieve clarity and better understanding of what you are learning
6. a chance to develop and reinforce writing skills
7. a way of making meaning out of what you study
Based on the characteristics above, it shows that in the reflective journal is
not only tells the reader about what was happened during the teaching practice but
also about our thinking and feelings. Besides, reflective journal offer an
7
opportunity to gain self knowledge and explore our learning, so that we have a
chance to develop not only our teaching skill but also other skill.
THE STUDY
In this study, the researcher used the qualitative method. According to
Cassell and Symon (1994, p.7), qualitative method is “a focus on interpretation
rather than quantification, flexibility in a process of conducting research, a
concern with context regarding behavior situation as inextricably linked in
forming experience.”
Context of the Study
The study took place in Universitas Kristen Satya Wacana (UKSW) which
is located in Salatiga, Central Java, Indonesia. The researcher chose English
Language Education Program (ELEP) in Faculty Language and Arts (FLA) of
Universitas Kristen Satya Wacana (UKSW) because it is already accredited A.
English Language Education Program (ELEP) also provides a course called Micro
Teaching where all of students are required to write reflective journal after they
finish their teaching practice. Since the students are required to write reflective
journal, it is important to know about the students’ attitudes toward reflective
journal in Micro Teaching class.
Participants
The participants were ten students of Micro Teaching course. The
participants consist of three female and seven male with the range of age between
8
19 – 22 years old. To be specified, the participants were those who have already
experienced or passed Micro Teaching Course, especially for bench 2013 and
2012 in semester six. There were four participants from bench 2012 and six
participants from bench 2013. The participants were taken from one group of
Micro Teaching Course. Therefore, the researcher used convenient sampling in
selecting the participants.
Instrument of Data Collection
This study applied a semi-structured interview for obtaining the data from
participants. The advantages of the interview are the researcher will get richer
data, opinions, patterns, and various thoughts toward the topic (Trost, p.7 as cited
in Carlsson, 2008). According to Saunders, Lewis, and Thornhill (2007), the
researcher has the possibility to control the collections process of the primary data
and the possibility to get deeper data in face to face interviews. The researcher
divided the questions into several parts because some of the questions were
double-barreled. In the interview session, the researcher gave follow-up questions
to get thoughtful and richer data.
Moreover, the interview was done using Indonesian to make the
participants understood the questions easily. Then, the interview was recorded by
using a mobile phone. There were 9 question items for the interview questions.
The interview questions were divided into three attitude components; students’
cognition (belief or opinion), students’ affection (feeling and emotion) and
students’ behavior (attitude).
9
Data Collection Procedures
In collecting the data, the researcher conducted piloting which was
followed by three participants. The piloting was done to find out whether the
questions were understandable or confusing for the participants. It also helped the
researcher to decide whether the data provide necessary information or not which
related to the research question. After piloting, the interview was conducted in
order to get reliable data. The interview was recorded using a mobile phone. The
participants were interviewed individually and it focused on the participants’
attitudes toward reflective journals in Micro Teaching class.
Below is the table of detail information about the participant, the time, and
length of interview of each participant:
No
Participant
Date of Interview
Length of Interview
1
Participant A
June 6th, 2016
14 minutes
2
Participant B
June 6th, 2016
18 minutes
3
Participant C
June 11th, 2016
15 minutes
4
Participant D
June 17th, 2016
18 minutes
5
Participant E
June 14th, 2016
18 minutes
6
Participant F
June 15th,2016
19 minutes
7
Participant G
June 20th, 2016
17 minutes
8
Participant H
June 21st, 2016
15 minutes
9
Participant I
June 22nd, 2016
14 minutes
10
Participant J
June 26th , 2016
16 minutes
10
Data Analysis Procedures
After the interview and collect data, the data were transcribed. After
transcribing, the data were grouped into 3 main categories of attitude which were
students' cognition (beliefs or opinion), students' affection (feeling and emotion)
and students’ behavior (attitude). Therefore, the data was analyzed based on the
classification of the content or themes from the participants. This theme
classification helped the researcher to analyze the data easily. Moreover, this
classification became the theme in each question and the interview result was
translated into English in the findings and discussion parts. Those sections and
subsections used a clear transcription of the interview result to classify the
answers belong to the subsections provided.
FINDINGS AND DISCUSSION
This part will discuss about students’ attitudes toward reflective journal in
a Micro Teaching class. The discussion will be divided into several sections
which are students’ cognition (belief and opinion), students’ affection (feeling and
emotion), and students behavior (attitude). The themes are arranged based on the
answers of the participants.
The Benefits of Reflective Journal
In the first section, the discussed topicwas about the students’ belief or
opinion about writing reflective journals. According to the participants, there are
some different opinions related to the benefits of writing reflective journals in
11
Micro Teaching class. Most of them believed that reflective journals helped them
to evaluate themselves in the teaching practice of the Micro Teaching class as they
could realize their strengths and weaknesses so that they could improve their
performance, express their feelings, develop their creativity and improve their
writing skill.
First, 3 out of 10 participants believe that reflective journal helps students
to evaluate their teaching practice. Here are some interview excerpts of the
participants:
“Ya ada, sebagai tempat mengevaluasi cara mengajar.” (Participant A)
(“Yes, it can be as a way of teaching evaluation.”) (Participant A, my
translation)
“Ya tentu saja.Ada begitu banyak manfaat dari menulis reflective journal.
Pertama, saya bisa mengevaluasi apa yang telah saya lakukan di kelas sehingga
saya bisa membuat perbaikan dalam mengajar berikutnya.” (participant F)
(“Yes, of course. There are many advantages of writing reflective journal. First, I
can evaluate what I have done in the classroom, so I can make some
improvements in the next teaching.”) (Participant F, my translation)
According to the opinions above, it shows that writing reflective journals
is useful for the students in evaluating their teaching performance, so that they can
make some improvement for their next performance. According to study by Lear
(2011), the findings indicated that reflective journals have a beneficial impact in
improving certain domains of intonation as well as increasing motivation and
developing metacognitive awareness. Metacognitive awareness itself includes of
how a person evaluate their own learning. As stated by Hacker, Keener and
Kircher (2009) that “Metacognition involves awareness of how they learn, an
evaluation of their learning needs, generating strategies to meet these needs and
12
then implementing the strategies”. It is similar to Sajna and Premachandran
(2016) that metacognition can help people to understand and control their own
teaching performance. Hence, it can be concluded that writing reflective journals
support the students to be aware to their own teaching performance in order to
improve their next performance.
Second, 3 out of 10 participants believed that reflective journals helped
them to realize their strengths and weaknesses so that they can improve their
teaching performance. Here are some participants’ excerpts:
“Manfaat menulis reflective journal adalah saya bisa mengetahui kelemahan dan
kelebihan saya, jadi saya kedepannya bisa perlahan memperbaiki kelemahan dan
mempertahankan kelebihan saya pada kelas mengajar berikutnya.” (Participant
D)
(“The benefits of writing reflective journals are that I could realize with my
weaknesses and strengths, so in the future I can gradually correct my weaknesses
and maintain my strengths in the next teaching.”) (Participant D, my translation)
“Menurut saya reflective journal itu membantu sekali karena dengan reflective
journal kita bisa memperbaiki kesalahan yang terjadi di praktik mengajar yang
sebelumnya karena reflective journal dibuat setelah kita melakukan praktik
mengajar. Jadi dengan menulis reflective journal saya bisa mengingat kesalahan
yang kita lakukan dan kemudian memikirkan cara untuk memperbaikinya.”
(Participant I)
(“In my opinion, reflective journalsare helpful as we can correct our mistakes in
the previous teaching practice since reflective journalswerewritten after we have
done the teaching practice. Therefore, by writing a reflective journal I can
remember the mistakes that we have done and then we could think of the solution
to overcome them.”) (Participant I, my translation)
Based on the opinions above, it shows that writing reflective journal can
help them to realize their strengths and weaknesses so that they improve their
teaching performance. According to the study by Arredondo and Rucinscki
(1994), the findings indicated that the students had used metacognitive thinking
and that journals helped foster thinking in-depth about what and how they learned
or did not learn in the lessons.”
13
Third, the participant believed that reflective journals can help him/ her to
express his/her feelings. Below is the participant’s statement:
“Kedua, saya bisa mengungkapkan perasaan saya ketika mengajar di dalam
reflektif pribadi ini.” (Participant F)
(“Second, I could express my feelings when I was teaching through this reflective
journal.”) (Participant F, my translation)
According to the opinions above, it shows that there is self-reflection in
reflective journals and the students can express their feelings. Gilmore (1996,
cited in Maarof, 2007) stated that a reflective journal is an individual activity
which consists of ideas, thoughts, reflections and feelings which is written into a
paper. It can be seen that feeling is one of the elements that is usually written in a
reflective journal, so the students can express what and how their feeling is during
the course.
Fourth, a participant who believes that reflective journal helps them to
develop their creativity. Here is an excerpt of her:
“Dengan menulis reflective journal kita bisa mengembangkan kreatifitas dalam
mengajar….” (Participant C)
(“By writing a reflective journal we can develop our creativity in teaching….”)
(Participant C, my translation)
According to the opinion above, it shows that reflective journal helps the
students to develop their creativity. As Farrah (2011) stated that one of the
benefits of reflective journaling is enhancing creativity among university students.
In this case, creativity which meant is the students’ creativity in teaching aspects,
for example in creating activity or task in their teaching practice.
14
In addition, there are 2 participants with unique opinion because they
stated that by writing reflective journals they can improve their writing skill.
Below are their interview excerpts:
“Ketiga, membuat jurnal reflektif juga membantu dalam meningkatkan
kemampuan menulis saya.” (Participant F)
(“Third, writing a reflective journal also helps me in improving my writing
skills.”) (Participant F, my translation)
“Manfaatnya selain untuk memenuhi persyaratan kelas tersebut adalah dapat
mengasah kemampuan menulis kita…” (Participant H)
(“Besides fulfilling the requirements of the course, we could also sharpen our
writing skill…”) (Participant H, my translation)
Based to the above opinions, it shows that the benefit of writing reflective
journalscould be also out of teaching context. By writing reflective journals,
students can also advance their writing skills. According to O'Connell and
Dyment (2006), one of the benefits of journaling is in improving the writing
skills. Similarly, Farrah (2011) stated that reflective journal have benefits on
improving English writing skills.
According to the interview results, there are some benefits of reflective
journalsfor the students in the Micro Teaching class. Reflective journals help the
students to evaluate their teaching practice in the micro teaching class, to realize
their strengths and weaknesses so that they improve their performance. Moreover,
by writing a reflective journal they can express their feelings, develop their
creativity and improve their writing skill.
15
Students’ Feeling toward Writing Reflective Journal
In the second section, the discussed thing is about the students’ belief or
opinion about their feelings in writing reflective journals. Based on the interview
results, there are some different opinions about feeling in writing reflective
journals. Some of the participants stated that they were happy with some reasons.
However, some other participants also said that they were confused in writing
reflective journals with some reasons.
First, 6 out of 10 participants said that they felt happy in writing reflective
journals. Here are some statements of the participants:
“Saya merasa senang karena dalam reflective journal saya juga harus menulis
kekurangan saya kesulitan yang saya alami saat praktik mengajar di kelas Micro
teaching, jadi hal itu membuat saya termotivasi untuk memperbaikinya di praktik
mengajar yang selanjutnya.” (Participant I)
(“I felt pleased because in reflective journals I had to write the weaknesses and
the difficulties that I experienced when I was doing the teaching practice in the
Micro Teaching class, so it could motivate me in improving the next teaching
practice.”) (Participant I, my translation)
“Saya merasa senang karena pada dasarnya saya memang suka menulis. Ketika
saya menulis saya bisa mengekspresikan perasaan saya. Dan dengan reflective
journal ini saya bisa menuliskan apa yang saya rasakan ketika praktik mengajar.”
(Participant F)
("I felt glad because actually I like writing. By writing, I could express my
feeling. And by writing reflective journals, I could write about what I felt when I
was teaching.") (Participant F, my translation)
“Saya merasa senang dan menikmati proses menulis reflective journal karena di
dalam reflective journal saya menulis pengalaman saya sendiri selama praktik
mengajar di kelas Micro Teaching …” (Participant J)
(“I felt contented and I enjoyed the process of writing reflective journals because
in reflective journals I wrote about my own experiences when I was doing the
teaching practice in the Micro Teaching class….”) (Participant J, my
translation)
16
Based on the statements above, it shows that some students felt happy in
writing reflective journals although they have different reasons. Some participants
felt pleased because by writing reflective journals they can realize about their
strengths and their weaknesses, so that they can make some progress for their next
teaching practice. Other reasons are that they felt gladnow that in reflective
journals they write their experience and they could also express their feeling when
they were teaching. Schon defined “reflective practice as thinking through his
own experience of putting knowledge to practice while under the supervision of
experienced experts in the field” (1987,cited in Ferraro, 1999). It is similar to
Farrah (2011) who stated that a reflective writing has some characteristics which
are exploring the experiences, opinion, feelings and how to improve performance.
Second, 3 out of 10 participants said they felt confused in writing a
reflective journal. In this case, there are different reasons behind that. The first
reason is it was hard to him or her to evaluate him or herself. Here is the
participant’s statement:
“Namun terkadang saya juga merasa bingung karena saya kesulitan untuk menilai
diri sendiri.” (Participant C)
(“However, sometimes I was confused because it was hard for me to evaluate
myself”) (Participant C, my translation)
The second reason is he or she was confused about what they have to write
in a reflective journal. Since the feedback from his/her teacher and friends are not
enough to support him/her in producing the reflective journal. Here is the
participant’s statement:
17
“Bingung karena pas saya mengajar komen (komentar) dari teman atau dosennya
tidak begitu banyak jadi kadang bingung mau nulis apa di reflective journal
tersebut.” (Participant E)
(“I was confused because when I was teaching, the feedbacks from my teacher
and my friend are not enough. Therefore, sometimes I was confused about what I
would write in my reflective journal. ”) (Participant E, my translation)
The third reason is that he/she did not have any idea in his/her mind, so
he/she was confused when writing a reflective journal. Below is the participant’s
statement:
“Yang saya rasakan ketika saya menulis reflective journal pertama kali adalah
bingung. Karena saya sering mengalami “nge-blank” ide tidak langsung muncul
di pikiran saya.” (Participant H)
(“When I wrote my reflective journal, the first thing that I felt was confused
because Iwas often blank and I did not have any idea in my mind.”) (Participant
H, my translation)
According to the participants’ answers above, they faced difficulties in
evaluating themselves. Some other students also said that they did not have any
idea what they should write in a reflective journal.
Topic That Students Write in Reflective Journal
This part discussed about things that the students’ write in a reflective
journal. As one of the lists of characteristics stated by Farrah (2011) “the
characteristics of reflective journal writing as follow your response experience,
opinion, events….”. It is appropriate with the interview result that the researcher
achieved in this study. Based on the participants’ statements, there are four
categories that theywrote in a reflective journal. The first is about the students’
feeling, the second is about things that should be improved, the third is about the
experience, and the last is about the strengths and weaknesses.
18
First, 4 out of 10 participants said that in their reflective journals they
wrote about their feeling. Here are some statements of the participants:
“ Tentang feeling, hal-hal yang dialami selama berada di kelas tersebut…..”
(Participant B)
(“I wrote about feelings, things that I experienced during the class.…”)
(Participant B, my translation)
“Yang saya tulis dalam reflective journal adalah tentang apa yang saya rasakan
selama mengajar…..” (Participant C)
(“Things that I wrote in my reflective journal was about what I felt during the
teaching process….”) (Participant C, my translation)
“Saya terbiasa menulis masalah yang saya hadapi di kelas, kekhawatiran saya
saat mengajar….” (Participant D)
(“I usually wrote the problem that I faced in my class, about my fears when I was
teaching….”) (Participant D, my translation)
According to the interview result above, it shows that the students can
express their feeling by writing a reflective journal. As Gilmore (1996, cited in
Maarof, 2007) statement that a reflective journal is an individual activity in that
teachers commit feelings to paper in various learning contexts.
Second, 5 out of 10 participants stated that in their reflective journals they
usually wrote about things that should be improved. Here is the participant’s
statement:
“Yang saya tulis dalam reflective journal adalah tentang langkah apa yang harus
saya lakukan dalam memperbaiki praktek mengajar selanjutnya.” (Participant C)
(“Things that I wrote in my reflective journal was about what I should do in
improving my next teaching practice.”) (participant C, my translation)
Based on the interview result above, it shows that the students also wrote
their reflective journalsabout the things that should be improved in their teaching
practice. I think it’s important for them to know what things that should be
19
changed or improved in their teaching practice. Hence, they would know about
what they should do next and it makes them easier in developing their
performance. As Farrell (2012) illustrated on how language teachers can use
reflective writing as a mean of reflective practice for professional development
purposes.
Third, 4 out of 10 participants said that the other thing that they write in
their reflective journal is about their experience. Here are some excerpts of
participants:
“Yang saya tulis dalam reflective journal hanyalah hal apa yang sudah saya
lakuakan….” (Participant G)
(“In reflective journal I only wrote about what I have done….”) (Participant G,
my translation)
“Di dalam reflective journal biasanya saya menulis tentang pengalaman setelah
mengajar….” (Participant H)
(“In the reflective journal I usually wrote about my experience after teaching…”)
(Participant H, my translation)
The statements above indicated that experience is also one of the things
that are included in a reflective journal. The students usually wrote or shared
about their experience during the class through reflective journals. As one of the
lists of characteristics stated by Farrah (2011) “the characteristic of reflective
journal writing as follow your response experience, opinion, events….”.
Third, 4 out of 10 participants explained about their strengths and
weaknesses in the reflective journal. Below are the interview excerpts of the
students:
20
“Yang saya tulis dalam reflective journal adalah tentang kekurangan dan
kelebihan selama mengajar” (Participant C)
(“Things that I wrote in my reflective journal was about my strengths and
weaknesses during teaching.”) (Participant C, my translation)
“Saya menulis tentang kekurangan dan kelebihan saya pas ngajar....” (Participant
E)
“I wrote about my strength and weakness when I taught…” (Participant E, my
translation)
The statement above indicates that in reflective journals the students also
tell about their strength and weakness during their teaching practice in the Micro
Teaching class. According to the study by Farrah (2011) about the benefits of
reflective journaling, reflective journals help the university students in improving
their critical thinking as the students on that level are required to think more
critically about their environment and also about themselves.
CONCLUSION
The purpose of the study is to find out the students’ attitudes toward
writing reflective journal in a Micro Teaching class. The research question is
“what are the students’ attitudes toward reflective journals in Micro Teaching
class?” The participants were 10 students of Micro Teaching class in English
Language Education Program (ELEP) of Faculty Language and Art (FLA),
Universitas Kristen SatyaWacana (UKSW).
Based on the results, all of the participants have positive attitudes toward
reflective journals. The participants believe that there are some benefits of writing
reflective journals. Most of them stated that reflective journals help them to
21
evaluate their teaching performance and to realize about their strengths and
weaknesses. Besides, there is also a participant who stated that reflective journals
can help him/her to express his/her feelings. In addition, there are some
participants with unique opinions about the benefits of writing reflective journals.
They stated that by writing reflective journals they can improve their writing skill.
This research also found the fact that most of the participants felt
contented in writing reflective journals. It is caused by writing reflective journal
they can express their feeling and their experience, and they can also make some
improvement after they know about their strengths and weaknesses. However,
there are some participants who felt confused when writing reflective journals.
The first reason is because it was hard for them to evaluate themselves. The
second is because the teacher and friend’s feedback were very limited and not
enough to support him/her in writing the reflective journal. The third reason is
because they did not have any idea when they wrote a reflective journal.
Other finding in this research is about what the students write in a
reflective journal. The result indicated that in reflective journals they write about
their feelings, things that should be improved, their experiences, and also about
their strengths and weaknesses.
The present study may help the teachers to know the importance of writing
reflective journals including the benefit of writing reflective journal, the students’
difficulties of writing reflective journals, students’ feeling in writing reflective
journals, and the content that is usually written in reflective journals. Therefore,
22
the teachers become more aware to the students’ attitudes toward reflective
journals writing and they could give clear guideline to their students to write
reflective journals. Besides, the teacher can start to guide the students to give
more feedbacks or comments to their friends in order to help the students to write
the reflective journals. Although the research has reached its aims, there is an
unavoidable limitation. The result cannot be generalized to other students because
the samples are only 10 participants taken from a group of Micro Teaching
course. Other students may have different opinion about reflective journals
writing.
For the further research, I hope that the researcher can investigate about
the effect of reflective journal writing for student teachers in the Teaching
Practicum Program.
23
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26
ACKNOWLEDGEMENT
This research was accomplished with the help of many people. First, I
would like to thank to Allah SWT because Allah gives me a soul that never loses
faith and my prophet Muhammad as my inspiration to write this thesis.
I would like to appreciate and thanks for my supervisor Ibu Anita
Kurniawati Hadianto, M.Hum. , Ibu Victoria Usadya Palupi, M.A-ELT and Ibu
Frances Sinanu, M.A. because their patience and kindness in guiding me until I
finished my thesis. Also, thanks for all participants who help me in collecting
data.
Special words for my family due to support and motivate throughout the
whole thesis process. I am indebted to the participants for the patience and
dedication to my thesis. The last but not least, I am also thankful for my best
friends; Lusiana Setya N, Anestasia Y, Widya Eka, Rizza Faoziah, Rahmawati
Rifka and Imam Safroni who always beside me.
27
APPENDIX
Interview questions
1. Apakah kamu pernah menulis reflective journal?
2. Apakah kamu suka menulis reflective journal? kalau iya alasannya kenapa
dan kalau tidak alasannya apa ?
3. Menurut Anda apa ada manfaat dari menulis reflective journal di kelas
Micro Teaching? Kalau ada, tolong jelaskan manfaatnya.
4. Apakah ada kesulitan menulis reflective journal di kelas Micro Teaching?
Kalau ada, tolong jelaskan kesulitan yang Anda hadapi.
5. Menurut Anda apakah ada hubungan antara menulis/tidak menulis
reflective journal dengan praktek mengajar Anda di kelas Micro Teaching?
6. Menurut Anda menulis/tidak menulis reflective journal mempengaruhi
Anda sebagai calon guru?
7. Apa yang Anda rasakan ketika menulis reflective journal? Mengapa Anda
merasa demikian? Jelaskan!
8. Apakah yang Anda tulis dalam Reflective journal? Mengapa Anda
menuliskan itu? Jelaskan!
9. Bisakah Anda menceritakan pengalaman Anda dalam menulis Reflective
journal dan pendapat Anda mengenai hal tersebut?
28