D BING 1107160 Appendix

Appendix 1: Development of Levels of Reflection/Reflective Teaching
Proponents
Van Manen (1977)
[levels of reflection]

Level of Reflection

Description

 Technical rationality

 Context-free generalizations about teaching and learning. Not

 Practical action

 Critical perspective

Grimmett, MacKinnon,
Erickson, & Riechen
(1990)
[levels of reflective

teaching]

 Technical

 Deliberative

 Dialectical

Hatton & Smith (1995)
*Developed Van
Manen‘s

connected to any specific incident from the classroom
experience but rather about teaching or classroom in general
(an evaluation of efficacy on action)
 Context-specific reflection about teaching and learning based
on example of classroom experience. Incidents specific to
students‘ actions (on the goals and assumptions that underpin a
particular action)
 Multi-contextual. Specific incidents/actions across other

teaching context (relate and question the activity as part of its
wider social, political, and ethical context)

 Instrumental mediation of actions
(reference past experiences; teacher competency towards
meeting outcomes; focus on behavior/content/skill; simple
theoretical description)
 Deliberation among competing views
(look at alternative practices; choices based on knowledge and
value commitments; content related to context/students‘ needs;
analysis, clarification)
 Reconstruction of experience
(addresses moral, ethical, sociopolitical issues, disciplined
inquiry; individual autonomy; self-understanding)

 Descriptive writing
 Descriptive reflection

 Non-reflective
 Providing some rationale of justification for the statement

 Dialogic reflection

 A self-conversation about the experience or statement mode

 Reflective critique

 Placing the experience within the larger socio-historical,

(basic)
(more analytical)
political, or economical context of education and analyzing the
teaching experience

Valli (1997)
[images of teaching]

Jay and Johnson (2002)
[typology/dimensions
of reflection]

 Reflection in/on

 One‘s own personal teaching performance

action
 Deliberative

 A whole range of teaching concerns, including students,

 Personalistic
 Critical

curriculum, instructional strategies, rules, and organization of
classroom
 One‘s own personal growth and relationship with students
 The social, moral, and political dimensions of schooling

 Descriptive
 Comparative

 Reframe the matter of reflection
 Reframe the matter for reflection in light of alternative views,

 Critical

 Having considered the implications of the matter, established a

other perspectives, research, etc.
renewed perspective

Lee (2005)

 Recall

 Rationalization

 Describes, recalls and interprets an issue/situation/experience

based on own‘s perception of experience, without looking for

alternative explanations, and attempts to imitate the ways one
has observed or being taught
 One searches for relationships between different bits of
experiences, interpreting the situation with reasons, and
generalizing experiences or coming up with guiding principles

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Proponents

Level of Reflection

 Reflectivity
Pisova (2005, as cited
in Syslova, 2015)

[mental operation in the
repeating stages of
reflection]

changing/improving

 The recording of phenomena (educational reality)
 The analysis and research of more compelx realities by

 Evaluation

 The state of awareness of the causes of identified phenomena,

breaking them up into simple ones

 Generalization
 Metacognition

 Non-reflection

 Understanding

 Reflection
 Critical reflection

Larrivee (2008)

 One approaches one‘s own experiences with a view to

 Description
 Analysis

 Alternative

Kember, et al. (2008)
[scale to categorise
reflective writing
passages]

Description

or the explanation of the causes the discovered problems or
successes
 The state when one has has enough theoretical knowledge as
well as practical experience to be aware what action could be
more efficient, or what changes could support educational
results of a higher quality.
 The capability to formulate more general principles on the
basis of one‘s own experience with educational reality.
 Thinking about mental processes; the ability to recognize how
one reacts in stressful situation he/she prefers emotions to
sense; focusing especially on assessing the decisive process;
self-knowledge leading to a better efficiency via
autoregualtive processes; the ability to predict certain mistakes
or limits of the human mind with the aim of avoiding them or
finding ways to get over them, known as self-reflection.

 Essay demonstrates no evidence of attempt to reach an
understanding of the concept or theory underpinning the topic;
source of writing has been placed into an essay without

rigorous attempt, no interpretation on the material, no
students‘ own view posed regarding the material; merely
reproducing and without attempt to adapt the work of others
 Essay shows evidence of understanding of a concept or topic;
source of writing is closely linked to theory; textbook- or
lecture-notes-related; no personal or practical implications of
the theory
 Essay links theory into praxis; involving discussion of
practical situation of the theory being taught; personal insights
beyond theory
 Essay gives evidence of the student‘s different perspective
over a fundamental belief or the understanding of a key
concept or phenomenon; showing evidence of critical
reflection

 Pre-reflection

 Interpretation of classroom situations without consideration of

 Surface reflection

 Considerations of teaching confined to tactical issues

other events or circumstances

 Pedagogical
reflection

 Critical reflection

concerning ways to achieve predefined objectives and
standards
 Teacher considers how practices are affecting students‘
learning and how improvements can be incorporated
 Ongoing reflection and critical inquiry on teaching taking into
consideration philosophy and ideology)

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Appendix 2: Criteria for the Recognition of Evidence for Different Types of
Reflective Writing/Level of Reflection (cited from Hatton &
Smith, 1995, p. 19)
Descriptive
writing

 Not reflective.
 Description of events that occurred/report of literature.
 No attempt to provide reasons/justification for events.

Descriptive
reflection

 Reflective, not only a description of events but some attempt to provide
reason/justification for events or actions but in a reportive or descriptive way.
eg, 'I chose this problem solving activity because I believe that students should be
active rather than passive learners'.
 Recognition of alternate viewpoints in the research and literature which are reported.
eg, 'Tyler (1949), because of the assumptions on which his approach rests suggests
that the curriculum process should begin with objectives. Yinger (1979),on the other
hand argues that the 'task' is the starting point.'
 Two forms:
(a) Reflection is based generally on one perspective/factor as rationale.
(b) Reflection is based on the recognition of multiple factors and perspectives.

Dialogic
reflection

 Demonstrates a 'stepping back' from the events/actions leading to a different level of
mulling about, discourse with self and exploring the experience, events and actions
using qualities of judgement and possible alternatives for explaining and
hypothesising.
 Such reflection is analytical or/and integrative of factors and perspectives and may
recognise inconsistencies in attempting to provide rationales and critique, eg, 'While I
had planned to use mainly written text materials I became aware very quickly that a
number of students did not respond to these. Thinking about this now there may have
been several reasons for this. A number of the students, while reasonably proficient
in English, even though they had been NESB learners, may still have lacked some
confidence in handling the level of language in the text. Alternatively a number of
students may have been visual and tactile learners. In any case I found that I had to
employ more concrete activities in my teaching.'
 Two forms, as in (a) and (b) above

Critical
reflection

 Demonstrates an awareness that actions and events are not only located in, and
explicable by, reference to multiple perspectives but are located in, and influenced
by, multiple historical, and socio-political contexts. eg, 'What must be recognised,
however, is that the issues of student management experienced with this class can
only be understood within the wider structural locations of power relationships
established between teachers and students in schools as social institutions based
upon the principle of control'.

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Appendix 3: Pisova’s Stages of Reflection Expressed by Mental Operations (2005, as cited in Syslova, 2015, p. 76)
Mental Operation
Description is the objective recording of the phenomena, where the phenomenon is
education reality. The basis of this is the interactions between the teacher and the
child/children; however, it can be divided into partial areas such as aims, educational
content, methods and forms, etc. It is a basic mental operation, the quality of which
determines the quality of all the other stages of reflection. In other words if the
description is not of sufficient quality there cannot be awareness of the real level of
one´s own professional skills.
Analysis means analysing and researching more complex realities by breaking them up
into more simple ones. It is the ability to divide educational reality into simple parts,
e.g. using questions like: ―What did I do and why? How did the child/children react?
What was the situation about? What was the aim of the situation? etc.‖ There is an
assumption regarding the ability to identify (describe) unambiguous facts.
Evaluation is the state of one´s being aware of the causes of the identified phenomena,
or it is the explanation of the causes of the discovered problems or successes.
Evaluation is the sign of understanding the educational reality, which presupposes
extensive theoretical knowledge as well as personal capabilities enabling the person to
be sincere to themselves. It means that the evaluated person takes a position regarding
themselves — either positive or negative, looking for the answer to the question
―Why?‖ For example, Why did I act this way? Why did the children react that way?
Proposing alternative procedures presupposes that the teacher has managed the
previous levels of mental operations and that he/she has had enough theoretical
knowledge as well as practical experience to be aware what action could be more
efficient, or what changes could support educational results of a higher quality.
Generalisation in its basis a confrontation of one‘s own opinions with the opinions of
experts, e.g. authors of professional texts or university teachers. In other words
generalisation can be also designated as a capability to formulate more general
principles on the basis of one‘s own experience with educational reality.
Metacognition is thinking about mental processes. It is also the ability to recognise
how we react in stressful situations; where we prefer emotions to sense. Metacognition
focuses especially on assessing the decisive processes, which means that the teacher is
learning via this mental operation how he/she solves problems, reacts and decides. This
self-knowledge leads to a better efficiency via auto regulative processes. Metacognition
could also be described as an ability to predict certain mistakes and limits of the human
mind with the aim of avoiding them or finding ways to get over them. It can be referred
to as self-reflection.

Example in this Study’s Data (Reflective Teaching Journal)
Pada pertemuan ketiga, saya mengajar mata pelajaran reading. Pertama saya masuk, sekitar 5 menit saya mereview
pelajaran sebelumnya tentang expression of happiness, dan mereka sudah mulai mengerti tentang itu. Setelah itu,
saya mulai pada topik baru hari itu tentang procedure text. Tetapi sebelum saya mengulasnya lebih jauh, saya
membrainstorming dengan bertanya kepada mereka terlebih dahulu bahwa apakah mereka sudah pernah belajar
tentang jenis-jenis text sebelumnya, dan ternyata sudah ada sebagian text yang mereka sudah tahu. Kemudian saya
menuliskan beberapa macam text yang ada dalam bahasa Inggris. Setelah itu, saya menjelaskan tentang apa itu
yang dimaksud dengan procedure text dan semua yang berkaitan dengan topik.
Dalam proses pembelajaran memang masih agak didominasi oleh saya. Kenapa? Karena ketika saya meminta
mereka berkelompok untuk diskusi, mereka masih banyak bertanya ke saya tentang apa yang dibahas dalam teks
tersebut. Mereka belum memiliki kesadaran tentang baiknya apabila berdiskusi bersama temannya. Mereka lebih
yakin bahwa hal yang benar ada pada saya. Tapi tetap saya membantu mereka dengan memberikan bimbingan
dengan berkeliling untuk menengok tiap kelompok dan meminta mereka bertanya apa yang tidak mereka pahami.
Interaksi di dalam kelas menurut saya sudah baik karena siswa banyak bertanya kepada saya. Saya sangat senang
tentang hal itu berarti mereka mau belajar dan menyukai pembelajaran saya.
OR
Saya ingin sekali melihat guru bahasa Inggrisnya mengajar di kelas sebelum saya menggantikannya mengajar tapi
sayangnya gurunya tidak mau diobservasi jadi pada pengajaran saya yang pertama ini, tidak ada yang bisa saya
banggakan dan yang paling membuat saya merasa buruk adalah hasil tulisan saya di papan tulis sangat jelek dan
berantakan. Saya juga tidak yakin apa mereka mengerti dengan materi yang saya bawakan atau tidak.
Untuk pengajaran saya selanjutnya, pertama-tama saya berencana memberikan game lagi dengan catatan game
yang benar-benar menuntut mereka semua untuk aktif. Khawatirnya kalau ada yang pasif lagi mereka hanya akan
mondar-mandir dan tidak memperhatikan. Dan kedua, saya berencana akan meminta teman saya mengamati saya
ketika mengajar kemudian dia bisa memberikan saya masukan yang positif mengenai pengajaran di kelas.
Sesudah menjelaskan lebih jauh, saya memperlihatkan kepada siswa tentang contoh procedure text. Untuk
dijadikan contoh saya tidak mengambilnya di dalam buku yang diberikan dari sekolah karena saya merasa bahwa
contoh di dalam buku tersebut akan menyusahkan siswa untuk memahaminya terutama dari segi makna. Akhirnya,
setelah saya pikir-pikir saya berikan saja mereka contoh yang sering mereka dengar atau mereka lakukan di rumah,
seperti bagaimana cara memasak nasi, atau bagaimana cara membuat teh.
Dan ternyata semua pekerjaan mereka betul semua. Saya merasa bahwa mereka sudah mulai mengerti. Tetapi
walaupun mereka mulai mengerti, saya merasa bahwa saya masih belum memberikan mereka inti dari membaca
(reading) pada waktu itu, karena saya lebih banyak menjelaskan daripada memberikan mereka latihan membaca.
Saya sadar bahwa itu adalah salah satu kekurangan saya sehingga dari sebagian tujuan pembelajaran saya belum
tercapai.

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Appendix 4: This Study’s Modified Version of Level of Reflection as Adapted from Hatton & Smith’s (1995) and Pisova’s (2005, as
cited in Syslova, 2015) Frameworks
Level of Reflection
Descriptive Reflection:
 Low Level (L1)

Description of Category

Sample of Reflective Thought Unit (RTU)

Description of
phenomenon/phenomena with
simple justification/reasoning
and presented in descriptive
way.

RTU #1: Another problem I faced in the classroom was when I was presenting my teaching material, the
In-focus suddenly was in trouble and I couldn’t go further with my explanation in detail and
clearly.
[Note:RTU #1 contains simple justification for the phenomenon took place in the class during teaching and
learning process.]

 High Level (L2)

Description of
phenomenon/phenomena with
more complex
justification/reasoning and
presented in descriptive way.

RTU #2: The teaching and learning process was still dominated by me. Why? Because when I asked them
to discuss in group they still highly relied on me by asking about what the passage discussed.
They were still not aware of the benefit of discussion with their friends. They were more sure that
the right answer is from the teacher. However, I helped them by mingling around guiding each
group and checked the things they didn’t understand.
[Note:RTU #2 contains more complex reasoning for the teaching and learning process which took place in
the classroom.]

 Transition Level
(TL)

Description of
phenomenon/phenomena with
mental realization (emotional
reaction) but only provided with
insufficient reasoning to satisfy
the category of dialogical
reflection.

RTU #3: In my teaching, at first I thought Oh, teaching a small class and quiet class is fun. My second
teaching was speaking and still the continuation of the first meeting about expressing satisfaction
and dissatisfaction.
[Note: The blue typed is the sentence indicated as Transition Level category because it does contain mental
realization ’I thought’, which characterizes dialogical reflection; however, this evaluative sentence does
not contain sound reasoning for why she thought that teaching small and quiet class was ’fun’ as evident
from the following sentence which talks about a different context]

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Level of Reflection
Dialogic Reflection:
 Low Level (L3):

Description of Category

Sample of Reflective Thought Unit (RTU)

Mental realization about
phenomenon/phenomena or
evaluating the
phenomenon/phenomena using
qualities of simple
judgement/analysis/reasoning
(containing description and/or
analysis, and simple evaluation).

RTU #1: It was my first teaching at class XI IPA2 on Tuesdays. I was really nervous because I left home
early in the morning with intention to accompany my teaching partner at class XI IPS 2 as she
was scheduled to teach at 7 a.m to 8.30 a.m. and I was scheduled to teach at the second session
at XI IPA2. But because of the class was not attended by the shceduled teacher, I was asked by the
English teacher to teach in the class. Actually I was very nervous ever since the commencement
day of our field teaching.
[Note: RTU #1 contains an evaluation about PST‘s anxiety towards her first day of teaching. The mental
realization I was really nervous is then followed by justification].
RTU #2: Tetapi saat saya masuk kelas, saya menarik napas panjang. Setelah saya mengucapkan salam
saya coba menjalankan rencana pengajaran seperti yang saya sudah siapkan. Awalnya berjalan
lancar. Mereka cukup tenang mendengarkan penjelasan materi, saking tenangnya saya jadi
bicara sendiri karena mereka tidak merespon sama sekali. Akhirnya untuk mengurangi
ketegangan, saya mulai bercanda dan mereka mulai berani tersenyum bahkan ada yang tertawa
keras dan mereka juga mulai berani bertanya.
[Note: RTU #2 indicates an evaluation about PST‘s way to deal with anxiety in the classroom. It was
begun by some descriptions of phenomena then followed by PST‘s realization of how awkward the
situation was and then wrapped up by a description of how the PST handled such situation].

 Moderate Level
(L4):

Mental realization about
phenomenon/phenomena or
evaluating the
phenomenon/phenomena using
qualities of more complex
judgement/analysis/reasoning
(containing more complex
analysis and evaluation).

RTU #3: Considering the lesson plan, I felt it didn’t go as I planned before since whenever I asked them to
do something like understanding passages, writing, or speaking, they just kept silence. While in
fact, before asking them to write or speak, I have provided them with explanation and sufficient
examples using media. I found out that they are having trouble with grammar. For example, out
of the two sentences I asked them to make, none of them was correct. At last, I ended up
explaining grammar rather than focusing on what I have planned before. So, my lesson plan
didn’t work at all.
[Note: RTU #3 contains evaluation about the lesson plan that the PST implemented in the classroom. The
evaluative phrase ’I felt it didn’t go as I planned before’ is then followed by a course of reasoning and
justification].
RTU #4: Saya ingin sekali melihat guru bahasa Inggrisnya mengajar di kelas sebelum saya
menggantikannya mengajar tapi sayangnya gurunya tidak mau diobservasi jadi pada
pengajaran saya yang pertama ini, tidak ada yang bisa saya banggakan dan yang paling
membuat saya merasa buruk adalah hasil tulisan saya di papan tulis sangat jelek dan

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Level of Reflection

 High Level (L5)

Description of Category

Sample of Reflective Thought Unit (RTU)
berantakan. Saya juga tidak yakin apa mereka mengerti dengan materi yang saya bawakan atau
tidak.
[Note: RTU #4 contains evaluation about the PST‘s performance on her first teaching time. It contains
integrative factors of evaluation: her wish to observe the mentor teacher was not fulfilled leading her to
teach without model in mind; besides, she felt bad about her board management and she was doubt about
the students‘ comprehension on the delivered material].

Mental realization about
phenomenon/phenomena or
evaluating the
phenomenon/phenomena using
qualities of more integrative
analysis and evaluation
(containing alternative,
generalization and/or
metacognition).

RTU #5: Saya mulai bertanya tentang kesulitan mereka dalam belajar bahasa Inggris dengan cara
menuliskan lima alasan kenapa bahasa Inggris sangat sulit dipelajari dan saya berharap agar
mereka mau sharing tentang kesulitan selama belajar bahasa Inggris. Alhamdulilah… setelah
saya menjelaskan panjang lebar mengenai bahasa Inggris, mereka mulai mengungkapkan
masalah yang mereka alami. Sebagian besar dari mereka mengalami kesulitan dalam grammar
dan sangat kurang kosakatanya sehingga mereka tidak bisa speaking, writing, listening dan
bahkan reading karena tidak bisa memahami isi bacaan jadi memang serba sulit kemudian
mereka juga menambahkan bahwa guru bahasa Inggrisnya selama ini tidak peduli apakah
mereka mengerti atau tidak tapi materi lanjut terus. Dan mereka juga mengatakan kalau saya
terlalu cepat menjelaskan padahal selama ini ketika saya bertanya apakah saya terlalu cepat
bicara atau tidak mereka hanya mengatakan sudah bagus Bu!
[Note: RTU #5 demonstrates PST‘s evaluation about the root of students‘ problem. This RTU covers an
integrative analysis and evaluation].
RTU #6: After the third meeting, I started to feel a bit annoyed since it seems that the students don’t know
or perhaps they don’t want to appreciate what I have done for their class so far; from preparing
and making teaching media, preparing teaching materials and explaining in front of the class
until my mouth went dry. But now, as I’m reflecting it, I start to think about many things like: (a)
the ways to make them understand the material I’m delivering to them because as far as I’m
concerned they still don’t get whatever I deliver to them, (b) the ways to make them want to do
the tasks that I assign them to do, or (c) maybe they’re bored with the way I teach since I always
use teaching media which I put on the whiteboard and pair work technique.
[Note: RTU #6 illustrates PST‘s evaluation on the students‘ response and respect towards her and her
teaching. This RTU covers an integrative analysis, evaluation and metacognition].

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Appendix 5: Summary of Empirical Studies on Reflective Teaching Practice in English Language Teaching Education in Indonesian
Classroom Contexts
Course

Participant & Setting

Instruments

Researcher/Year
Unit

Length

No. of PST

Setting

RTJ

Questionnaires

Interviews

Others

Nurlaelawati (2015)

TEYL

NA

35

Campus





-

Pre-video analysis

Mustaqima (2013)

TEYL; Practicum (at school)

1 semester

35

Campus, School



-

-

Observation

Kuswandono (2014)

Micro Teaching

1 semester

13

Campus







Autobiography, FGD

Palupi (2011)

Micro Teaching

14 weeks

12

Campus



-

-

Video analysis

Astika (2014)

Practicum (at school)

3 months

40

School



-

-

Group reflection

Ragawanti (2015)

Practicum (at school)

3 months

10

School



-

-

-

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Appendix 6: Summary of Comparison of Empirical Studies on Reflective Teaching Practice Conducted during Practicum at School
with ELT PSTs as Participants
In particular, the empirical studies on reflective teaching practice in ELT education setting pertaining to PSTs assigned to teach in real
Indonesian classroom contexts so far are only two studies published on a peer-reviewed journal as summarized in the following table. The
table also includes this study as the comparison.
Researcher/Year
RQ(s)/Focus(es)

Course:
 Unit
 Length
 Teaching times
Participants
Mentor Teacher
Teacher Supervisor
Research Design
Instruments:
 Reflective Teaching Journal
 Group Reflection
 Observation
 Videotaping

Astika (2014)

Ragawanti (2015)

This Study

 To identify classroom management
problems of student-teachers as revealed
in their reflective journal entries
 To demonstrate how such journal can
help them develop their classroom
management skill

 To investigate the elements of being reflective
practitioners realized by the Indonesian EFL
pre-service teachers during their field teaching
practice
 To discover the levels of reflection of the
Indonesian EFL pre-service teachers as
revealed in their reflections during their field
teaching practice
 To find out the concerns or issues relative to
teachers‘ knowledge which prompt the
Indonesian EFL pre-service teachers to reflect
during their field teaching practice

Practicum (8 secondary schools: JHS & SHS)
3 months
NA

Practicum (1 JHS)
3 months
6 times

Practicum (1 JHS, 1 SHS)
45 school-days
8 times

40 (13 males, 22 females)
NA
NA
Qualitative

10
3
1
Qualitative

4 (all females)
3
2
Qualitative (Case Study)

Yes
Yes
No
No

Yes
No
No
No

Yes
No
Yes
Yes

 ―What issues did the student teachers write in
their teaching reflection with respect to
personal, interpersonal, contextual, and critical
domain of teaching?‖ (p. 22)

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Researcher/Year
 Stimulated Recall
 Interview
Procedure
 Reflective Teaching Journal

Data Analysis

Astika (2014)

Ragawanti (2015)

This Study

No
No

No
No

Yes
Yes

 PSTs studied the Teaching Practicum
Handbook which instructed them to write
teaching reflection about 500 – 600 words
 Reflection should contain description of
experiences in designing materials, lesson
plans, classroom activities, and class
management, also other issues encountered
during practicum or relevant ideas from
literature in language teaching and learning

 PSTs were required to write a narrative
journal every time they finish teaching
 The subjects were required to write a
journal and submit it soon after they
had finished teaching.
 After all journals were collected, the
data were analyzed by scrutinizing
problems related to classroom
management.
 Total entries were 60 journal entries

 PSTs were required a reflective teaching
journal on weekly basis based on the
guidelines given before the teaching practicum
commenced
 The PSTs were given word format of the
journal and they used the format in writing
their journals which then sent via email to the
researcher
 Total entries collected at the end of practicum
program were 26 entries

 First, using Nvivo software program to do
coding on the PSTs‘ teaching reflection for 4
domains (personal, interpersonal, contextual,
critical) using Smyth‘s (2011) framework.
 Next, classifying the coded texts belonging
to the same category.
 Last, recording important information
gathered in tables for interpretation.

 Data collected were analyzed pertaining
to classroom management problems and
how reflection could help them improve
their classroom management skills

 The received journal entries were analyzed
while collecting the other data (ongoing
analysis)
 For identifying the elements of reflection, data
collected were analyzed using Dewey‘s (1933)
analytical framework and examples of
categories from Loughran (1996)
 For identifying the levels of reflection, data
collected were analyzed using modified level
of reflection (based on Hatton & Simth, 1995;
and Pisova, 2005) analytical framework in
analyzing reflective writing
 For identifying the issues or concerns in the
PSTs‘ reflection, data collected were analyzed
using Freeman & Johnsons‘ (1998) and
Moradkhani, et al.‘s (2013) analytical
framework in of knowledge base of SLTE

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Appendix 7: Reflective Teaching Journal Guideline and Examples of
Reflective Teaching Journal
This reflective teaching journal guideline aims to engage you in the process of
reflecting upon your teaching and ‗the assumptions underlying your classroom
practices‘. This journal writing can serve as a valuable learning device, and often
helps to answer questions or to identify solutions.
By keeping a reflective teaching journal, in which you regularly record your
reflections and reactions to issues which occur in your EFL teaching, you will be
able to explore information and thoughts which may not be accessible in other
ways. By later reviewing what was written, things which may not have been
obvious when they were recorded may become apparent.
How to reflect: Reflect about a lesson at least twice a week. Put aside five to ten
minutes after a lesson you have taught and write your impressions of the lesson.
Use the questions below to guide you but do not try to answer all of them.
You may also write about other aspects of the lesson if you wish. After each
journal entry, pose two or three questions about what you have written.
Reflection Questions
Questions about your teaching:
1. What did you set out to teach/What was your goal?
2. Were you able to accomplish your goal?
3. What teaching materials did you use?
4. How effective were they?
5. What techniques did you use?
6. What grouping arrangements did you use?
7. Was your lesson teacher-dominated?
8. What kind of teacher-student interaction occurred?
9. Did anything amusing or unusual occur?
10. Did you have any problems with the lesson?
11. Did you do anything differently from usual?
12. What kinds of decision making did you employ?
13. Did you depart from your lesson plan? If so, why?
14. Did the change make things better or worse?
15. What was the main accomplishment of the lesson?
16. Which parts of the lesson were most successful?
17. Which were least successful?
18. Would you teach the lesson differently if you taught it again?
19. Was your philosophy of teaching reflected in the lesson?
20. Did you discover anything new about your teaching?
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21. What changes do you think you should make in your teaching?
Questions about the students:
1.
2.
3.
4.
5.
6.
7.

Did you teach all your students today?
Did students contribute actively to the lesson?
How did they respond to different students‘ needs?
Were they challenged by the lesson?
What do you think students really learned from the lesson?
What did they like most about it?
What didn‘t they respond well to?

Reflect about yourself as a language teacher from time to time, e.g. once a
fortnight. Try to reflect on your professional development. You may use these
questions to guide you as well as other questions of your own.
Questions about yourself as a language teacher:
1.
2.
3.
4.
5.
6.
7.
8.
9.

What is the source of my ideas about language teaching?
Where am I in my professional development?
How am I developing as a language teacher?
What are my strengths as a language teacher?
What are my limitations at present?
Are there any contradictions in my teaching?
How can I improve my language teaching?
How am I helping my students?
What satisfaction does language teaching give me?

Source: Richards, J. C., & Ho, B. (1998). Reflective thinking through journal
writing. In J. C. Richards, Beyond Training (pp. 153-170). Cambridge:
Cambridge University Press

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Example #1: Reflective EFL Teaching Journal (this example of interactive
decisions describes both the problem the teacher identified and the decision he or
she made as a consequence)
In my reading class, after assigning a reading passage I had planned a short
group discussion to prepare students for a writing task in response to the reading.
However, when students began the group discussion task, I noticed that this
generated a great deal of interest and a high degree of individual student
participation. So, I decided to extend and develop the group discussion activity
and drop the written task which had originally been planned as a major focus of
the lesson.
In my listening/speaking class, I had included a dictation in my lesson plan. I had
also planned to give students a listening practice of an authentic conversation.
But halfway through the lesson I realized the dictation had little to do with
developing oral fluency for my students. so I decided to drop the dictation so that
I could spend more time with the authentic listening to expose my students to
genuine communication.
Yesterday I wanted my students to brainstorm ideas before writing their essays.
Originally, I planned to have them work individually, and make a list of ideas on
their own. However, after a few minutes I realized students were having trouble
thinking of ideas by themselves and were very unproductive. So I stopped the class
and then asked them if they would rather work in pairs or small groups. The
students responded that working in small groups would be much better, and so I
asked them to rearrange their chairs into groups.

Example #2: Reflective EFL Teaching Journal (the following is an example of an
edited teaching journal from an EFL Grammar class in Korea. The vignette
outlines the sequence of events that happened at the beginning of the class)
We (the class and myself) went over the grammar exercises (articles a, and, and
the) that I had given for homework (because they always make many mistakes in
articles in their writing) for the first 15 minutes. I had tried to make these
grammar exercises interesting for the students by providing handouts that
challenged their knowledge to (a) recognize that there was a grammar mistake
and (b) try to give the correct answer. I have found that my students are so used to
doing the fill-in-the-blank-type grammar exercises that they do not have to think
about why there may be mistake. So, my main reason for providing a passage with
all the English articles omitted was to get the students thinking about their
knowledge of grammar (recognizing that there is a mistake in the first place) and
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then correcting that mistake. I hope they will use this system in their peer-editing
of compositions too.
After about 10 minutes in which I was going around the class asking the students
for their answers, I noticed that many of them had not done their homework. I was
very disappointed because I had spent a long time preparing this homework sheet
(handout) and I had thought long and hard about how I wanted to teach articles
to these students because of the quantity of mistakes in their written and oral
work. I felt really annoyed that these students did not appreciate the work I was
doing for them or the fact that they were not motivated enough to correct their
misuse of the articles in their writing and speaking. This never really happened in
any of my classes before.
At this stage I can’t really say that I came up with any clear solution to the
problem. Was it that they were just not motivated to study grammar or articles in
particular? Was this the reason they all did not complete their homework
assignment? Or was it because they did not know how to complete the
assignment? Maybe they are not used to this sort of grammar assignment (first
find the mistake and then correct it). Maybe it is because they were used to fill-inthe-blank-style exercises? I think I should have explained this type of grammar
exercises in more detail and shown them why it is very useful for their grammar
development. I still wonder what the underlying cause is for their resistance.

Example #3: Reflective EFL Teaching Journal (the following vignette is an
example of how a recently qualified—nonnative English speaker—teacher of
EFL, who was teaching English conversation classes in Korea for the first time,
asked one of his peers—also a newly qualified native speaker of English—to
observe him teach a series of lessons. However, he wanted her to focus
specifically on interactions (teacher-to-student and student-to-student) in his
classroom as he was unsure of what was happening. After the first two classroom
observations, the observer noted that not all the students participated equally
during group (student-to student) work and that only certain students were
involved when volunteering answers in whole-class discussions. After the
discussions with the observer, the teacher came up with the following change,
explained in his own words.)
Maybe I should ask students to form groups of four and ask them to tally their
group’s responses and ask each group to present their analysis. I will give each
member a task such as group leader, group timekeeper, reporter, and secretary. I
read this somewhere, and I think this could involve more participation from the
students, rather than me doing the tallying, which became monotonous after a
short while, and there wasn’t any analysis of any kind of the results.
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(The teacher decided that he would like to learn from this discovery, so he asked
the observer to observe him again to see if he was successful in implementing his
new approach to group work. The beginning teacher commented on the outcome
as below)
I saw a big difference in my classroom interactions when I asked them to form
groups of four and gave each member a role in the group. They really got
involved in the discussions as did the whole class. No one member of each group
dominated the conversation and no one member was silent—all seemed happy
with their assigned roles and duties. The peer-observation process really worked
well for me, and I am happy I was able to ask another teacher whom I trust,
because she is relatively new to teaching as well.

Example #4: Reflective EFL Teaching Journal (this following vignette from an
American teacher is an example of a critical incident—an unplanned and
unanticipated event that occurs during a lesson and that serves to trigger insights
about some aspect of teaching and learning—that occurred during a teacher‘s
class)
One day when I was teaching I realized that when I ask EFL students questions, I
am actually asking them to perform a complicated task. It was when I was
teaching a class and a student misspelled the word promote during a dictation
exercise. After he corrected it, I asked him if he understood the word. He said he
knew the word, but he couldn’t hear it in the sentence that I had just read. This
experience showed me again the listening to directions is not an easy task for an
EFL student. That day after that incident and after I had written it in my journal, I
realized that when I ask for an understanding response from my EFL students, I
am asking them to do much more than just give an understanding response. I now
realize that my EFL students must go through three steps, not just one step, to
give an answer in a language that is foreign to them. First, they must listen and
understand the language. Next, after they perform the first task of listening, they
must understand the directions for the activity, or how to do the activity. Finally,
they must choose and organize the appropriate words in the foreign language to
express the understanding response—really more complicated than I had
imagined.

Source: Richards, J. C., & Farrell, S. C. (2005). Professional development for
language teachers: Strategies for teacher learning. Cambridge:
Cambridge University Press.

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Appendix 8: Word Format of Reflective Teaching Journal

Jurnal Mengajar
[Silakan diisi dengan teaching reflection berdasarkan petunjuk yang telah
diberikan]

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Appendix 9: Stimulated Recall Guideline
Kegiatan ini dimaksudkan untuk membantu saya mempelajari dan memahami apa
yang terlintas di benak anda ketika anda sedang mengajar. Saya telah mendengar
apa yang anda katakan dan menyaksikan apa yang anda lakukan selama di kelas,
tetapi saya tidak tahu apa yang sedang anda pikirkan saat itu. Oleh karena itu,
saya ingin anda memberitahu saya apa yang ada di benak anda ketika anda sedang
mengajar.
Kita akan melihat kembali rekaman mengajar anda guna membantu anda dalam
mengingat kembali pikiran-pikiran anda yang terlintas selama proses mengajar
berlangsung. Saya akan memutar rekaman ini di laptop dan menaruhnya di depan
kita berdua sehingga anda juga bisa menghentikan sementara kapan saja anda
ingin mengatakan apa yang sedang anda pikirkan saat itu kepada saya, dan saya
juga akan menekan tombol pause jika saya punya pertanyaan tentang bagianbagian rekaman mengajar tersebut. Jangan ragu-ragu untuk mengatakan ―Saya
tidak tahu‖ jika anda tidak dapat mengingat apa yang anda pikirkan saat itu atau
alasan mengapa anda melakukan sesuatu sebab keberadaan saya di sini bukan
untuk mengevaluasi pengajaran anda.
Contoh Pertanyaan Lanjutan
1. Bisakah anda menjelaskan secara singkat rencana anda dalam pelajaran ini?
Apa tujuan dari pelajaran ini?
2. Kesulitan apa yang anda harapkan akan ditemui siswa selama anda membuat
Rencana Pengajaran?
3. Ceritakan pada saya apa yang menurut anda didapatkan siswa dari unit
pelajaran ini?
4. Bagaimana menurut anda unit ini berlangsung?
5. Jika anda hendak mengajarkan unit ini lagi, bagaimana anda mengubahnya?
6. Bagaimana anda mengubah unit pelajaran ini jika anda mengajar kelompok
siswa yang lebih pintar? Bagaimana anda mengubah unit ini jika anda
mengajar kelompok siswa yang lebih lemah?
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Appendix 10: Interview Guideline
Q1: Apakah anda biasa menulis diary? Sejak kapan? Apakah hal tersebut
menjadi kebiasaan?
Q2: Pernahkah anda mencatat hal-hal tentang pengajaran anda atau sekedar
mengingatnya saja?
Q3: Pernahkah anda diperkenalkan atau diajarkan tentang pengajaran reflektif?
Siapa yang perkenalkan?
Q4: Apakah anda senang selama menulis jurnal mengajar? Mengapa? Apakah itu
menjadi suatu beban atau tidak?
Q5: Apakah jurnal mengajar yang anda buat itu membantu anda dalam proses
belajar mengajar yang berikutnya?
Q6: Apakah menulis jurnal membantu anda dalam membantu mengidentifikasi
siapa yang akan diajar? Apakah juga termasuk membantu anda dalam
pembuatan RPP atau dalam menentukan langkah-langkah apa yang
diajarkan?
Q7: Lalu, apakah jurnal ini juga bisa membantu memenuhi tujuan pembelajaran
yang sudah ditetapkan dalam RPP? Dengan cara bagaimana?
Q8: Apakah jurnal bisa membantu anda untuk menilai apa yang sudah dipelajari
selama kuliah dengan apa yang dipraktekkan? Apakah sinkron apa yang
dipelajari dengan yang dipraktekkan? Apakah ternyata banyak benturannya?
Q9: Apakah jurnal tersebut bisa membantu mengevaluasi alat bantu pengajaran
atau media yang anda akan pakai? Dengan cara bagaimana?
Q10: Apakah jurnal tersebut bisa juga membantu mengevaluasi apakah kegiatan
tersebut berjalan dengan baik atau tidak? Dengan cara bagaimana?
Q11: Apakah juga jurnal tersebut bisa mengevaluasi hubungan anda dengan
siswa? Misalnya anda bisa membangun kedekatan dengan mereka atau
tidak.
Q12: Apakah jurnal tersebut juga bisa dipakai untuk mengevaluasi metode
penyelesaian masalah yang anda temukan dalam proses belajar mengajar?
Dengan cara bagaimana?
Q13: Lalu, pada saat anda menulis jurnal, apakah anda bisa mengidentifikasi
aspek keberhasilan pada pengajaran itu? Dengan cara bagaimana?
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Q14: Bagaimana dengan aspek kegagalan?
Q15: Apakah dalam jurnal tersebut anda bisa mengidentifikasi aspek-aspek baru?
Seperti apa?
Q16: Selama anda mengajar, apakah anda melihat bahwa kebutuhan siswa itu
berbeda-beda? Dan apakah jurnal bisa membantu anda mengidentifikasi hal
tersebut? Dengan cara bagaimana?
Q17: Bagian mana yang anda tidak suka pada saat menulis jurnal? Mengapa?
Prosentase anda merasa nyaman itu berapa persen atau tidak nyaman berapa
persen?
Q18: Jika diberi pilihan, refleksi ini kan macam-macam modelnya. Salah satunya
menulis. Ada juga refleksi melalui bincang-bincang seperti ini. Atau bisa
juga melalui kelompok, atau tanpa mentor tapi kalian-kalian yang sebaya.
Anda akan memilih yang mana? Mengapa?
Q20: Apakah sebelumnya anda pernah mengajar?
Q21: Jadi menurut anda mengajar bahasa Inggris itu sulit atau tidak?
Q22: Jika misalnya anda seorang dosen, bagaimana anda mendisain mata kuliah
yang dibutuhkan untuk menyiapkan seorang guru bahasa Inggris?
Q23: Di masa depan nanti, setelah tamat, apakah anda bisa melihat diri anda tetap
sebagai guru bahasa Inggris atau mungkin saja menjalani profesi yang lain?
Q24: Pada saat anda mengajar yang di video pertama itu, apakah anda merasa
sangat terlibat dengan apa yang terjadi di dalam kelas? Atau anda merasa
tidak sepenuhnya jiwa saya berada di dalam kelas?
Q25: Pada saat di pertemuan tersebut, tindakan apa yang mereka lakukan yang
anda anggap bisa mendukung pengajaran anda? Tindakan positif apa yang
mereka lakukan?
Q26: Bagaimana dengan tindakan yang tidak mendukung atau anda anggap
membingungkan?

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Appendix 11: Sample of PSTs’ Reflective Teaching Journals
PST
: #1
Journal : #1
Code
: RTJ-PST1_Entry#1
Pada hari Jumat tanggal 20 September 2013, kami mahasiswa PPL II
program studi Pendidikan Bahasa Inggris, FKIP, UMK diserahterimakan ke
sekolah tempat kami akan melakukan latihan mengajar secara nyata dalam hal ini
Program Pengalaman Lapangan. Saya dan delapan teman lainnya mendapatkan
tempat PPL di SMU Muhammadiyah Kendari yang berlokasi di samping kampus
kami tercinta Universitas Muhammadiyah Kendari. Saya senang karena tempat
PPL saya tidak begitu jauh. Walaupun demikian SMU ini memiliki satu lokasi
lagi yaitu di Kota Lama, yang membuat saya bingung dalam hal membagi tugas
mengajar bersama teman-teman lainnya. Pada saat kami melakukan p