REFLECTIVE TEACHING PRACTICE OF PRE-SERVICE TEACHERS FOR YOUNG LEARNERS AT A TEACHER TRAINING INSTITUTE.
Dini Mustaqima, 2013
Reflective Teaching Practice Of Pre-Service Teachers For Young Learners At A Teacher Training Institute
Universitas Pendidikan Indonesia | repository.upi.edu
REFLECTIVE TEACHING PRACTICE OF PRE-SERVICE TEACHERS FOR YOUNG LEARNERS AT A TEACHER TRAINING INSTITUTE
A RESEARCH PAPER
Submitted to the English Education Department of the Faculty of Language and Fine Arts Education of the Indonesia University of Education in Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree
Written by: Dini Mustaqima
NIM. 0902353
ENGLISH EDUCATION DEPARTMENT
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Dini Mustaqima, 2013
Reflective Teaching Practice Of Pre-Service Teachers For Young Learners At A Teacher Training Institute
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INDONESIA UNIVERSITY OF EDUCATION 2013
REFLECTIVE TEACHING PRACTICE OF PRE-SERVICE TEACHERS FOR YOUNG LEARNERS AT A TEACHER TRAINING INSTITUTE
Oleh Dini Mustaqima
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Dini Mustaqima 2013 Universitas Pendidikan Indonesia
Juni 2013
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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Dini Mustaqima, 2013
Reflective Teaching Practice Of Pre-Service Teachers For Young Learners At A Teacher Training Institute
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PAGE OF APPROVAL
REFLECTIVE TEACHING PRACTICE OF PRE-SERVICE TEACHERS FOR YOUNG LEARNERS AT A TEACHER TRAINING INSTITUTE
Written by: Dini Mustaqima
NIM. 0902353
Approved by:
Main Supervisor,
Ika Lestari Damayanti, S.Pd., M.A. NIP. 197709192001122001
Co-supervisor,
Iyen Nurlaelawati, M.Pd. NIP. 197709062009122002
Head of English Education Department Faculty of Language and Fine Arts Education
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Reflective Teaching Practice Of Pre-Service Teachers For Young Learners At A Teacher Training Institute
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Prof. Dr. H. Didi Suherdi, M.Ed NIP. 196211011987121001
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REFLECTIVE TEACHING PRACTICE OF PRE-SERVICE TEACHERS FOR YOUNG LEARNERS AT A TEACHER TRAINING INSTITUTE
ABSTRACT
The research reported was focused on revealing the learning evidence of pre-service teachers (PRESETs) by working on reflective teaching (RT) practice in teaching English to young learners (TEYL). Narrative inquiry as a part of qualitative research design was employed for this research, and the data were obtained through the analysis of 35 reflective journals of PRESETs Year 2009. The data were then subjected to the thematic coding, categorization, and clusters by Constant Comparative Analysis method (Hewitt-Taylor, 2001). The findings
revealed the evidence of PRESETs’ learning through RT practice which include
the knowledge of teaching aspects, the instructional skills, as well as the teaching knowledge and skills needed for improvement. Based on the findings, it is expected that the research could inspire teachers in doing reflection as well as teacher training institute to improve the teaching practice quality of their PRESETs in TEYL field by the practice of reflective teaching.
Keywords: professional development, reflective teaching, pre-service teacher, teaching English to young learners
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TABLE OF CONTENTS
Page
PAGE OF APPROVAL ... ii
DECLARATION ... iii
ACKNOWLEDGEMENTS ... iv
ABSTRACT ... vi
TABLE OF CONTENTS ... vii
LIST OF TABLES ... ix
LIST OF FIGURES ... x
CHAPTER I INTRODUCTION ... 1
1.1 Background ... 1
1.2 Research Questions... 4
1.3 Aims of the Research ... 4
1.4 Scope of the Research ... 5
1.5 Significance of the Research ... 5
1.6 Research Methodology ... 6
1.6.1 Research Design ... 6
1.6.2 Data Collection... 7
1.6.3 Data Analysis ... 7
1.7 Clarification of Terms ... 7
1.8 Organization of the Paper ... 9
CHAPTER II THEORETICAL FOUNDATION ... 12
2.1 Professional Development ... 12
2.1.1. Professional development activities ... 13
2.2 Reflective Teaching ... 15
2.2.1. The concept of reflective teaching ... 16
2.2.2. Reflective teaching tools ... 17
2.3 Teaching English to Young Learners ... 21
2.3.1. Young learners’ characteristics in learning language ... 22
2.3.2. The way young learners learn English as a foreign language ... 26
2.3.3. Requirements for effective English teaching to young learners practice ... 29
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2.4Pre-service Teacher ... 35
CHAPTER III RESEARCH METHODOLOGY ... 38
3.1 Statements of Problems ... 38
3.2 Research Design ... 38
3.3 Data Collection ... 39
3.4 Data Analysis ... 40
3.3.1. Coding the data ... 41
3.3.2. Forming categories ... 44
3.3.3. Developing clusters ... 45
3.3.4. Compiling report ... 46
3.5 Concluding Remark ... 47
CHAPTER IV FINDINGS AND DISCUSSION ... 48
4. 1.Findings ... 48
4.1.1 Knowledge of PRESET about TEYL ... 48
4.1.2 Instructional skills of PRESETs in TEYL ... 58
4.1.3 Knowledge and skills needed to be improved by PRESET ... 63
4. 2.Discussion ... 69
CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 72
5. 1.Conclusions ... 72
5. 2.Suggestions ... 73
REFERENCES ... 75 APPENDIX A REFLECTIVE JOURNALS
APPENDIX B CODES, CATEGORIES & CLUSTERS BIOGRAPHY
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LIST OF TABLES
Table 3.1 Forming Categories ... 44 Table 3.2 Clustering Categories ... 46
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LIST OF FIGURES
Figure 3.1 Example of Coded Excerpt 1 ... 41
Figure 3.2 Example of Coded Excerpt 2 ... 42
Figure 3.3 Example of Coded Excerpt 3 ... 42
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CHAPTER I INTRODUCTION
This chapter provides the outline of the whole content discussed in the research. It comprises the research background, the research questions, the aims of the research, the scope of the research, the significance of the research, the research methodology, the clarification of related terms and the organization of the paper.
1.1Background
The advanced quality of teachers’ competence in providing effective teaching and learning activities has always been considered significant as a factor contributing to the success of learners (Kyriakides et al, 2009). However, the reversed situation occurred in Indonesia for the recent study conducted by Damayanti et al (2013) on primary teachers’ ways of storytelling revealed the current quality of English primary teachers which still need to be improved both in pedagogic and linguistic competences. According to Damayanti et al (2013), in the case of pedagogic competence, current Indonesian English primary teachers indeed have been aware of providing interesting lesson with topics and media appropriate for children. However, there was no clear indication that those teacher provided the students with the appropriate scaffolding in the classroom practice
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because of their limited linguistic competence. Therefore, professional development needs to be carried out as the solution to their competence limitation. According to Kyriakides et al (2009), professional development (PD) deals with the improvement on teachers’ knowledge, skills, and behavior in conducting the lesson. Nowadays, PD may take in various activities form. Based on Davidson et al (2012), the latest developed PD activities are conferences, group networking, subscribing to English Language Teaching (ELT) magazines or journals, trying out new material, having membership in ELT organization, mentoring, observation, reflection, research, training, workshop, etc. Out of all those activities, reflection which is also a part of reflective teaching (RT) practices becomes the focus of this study for it is more practical and economical compared to other activities, so that teacher will be easier to do it.
In addition, according to Al-Issa & Al-Bulushi (2010), the practice of RT has been considered advantageous to assist in-service teachers (INSETs) and PRESETs specifically in the practice of English Language Teaching. This practice usually involves the activity of collecting and analyzing the information about the events happened during teaching and learning process, and then followed by deciding some changes for the future better practice. Those activities are conducted by the teachers individually and collectively which furthermore will empower them to continually improve their professionalism by learning through autonomous learning, a way of learning which could make teachers to be “personally self-directed, reflective of their own practice, yet able to collaborate
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and negotiate the learning-teaching process with fellow teachers, parents and students” (Adamson & Sert, 2012: 24).
Regarding the practice of RT for in-service teachers (INSETs) who already work as official teachers under educational institution, the preliminary study reveals that not all INSETs do the practice regularly while in accordance with Hunzicker (2010) PD needs to be conducted with more contact hours since it could determine the success of teachers’ PD achievement. The preliminary study further indicates that the awareness of PD among INSETs needs to be improved. An alternative way to improve this awareness is by applying RT practice in the educational program of PRESETs, so that expectedly they could continually maintain the awareness of PD even to the time they become INSETs.
The research on the use of reflective journal (RJ) by PRESETs conducted by Faizah (2008) shows the supportive finding to the advantage of RT practice for PRESETs. The journal in this research was set under Outcome Based Education system, in which PRESETs as participants were required to narrate their teaching experience in a written journal, in accordance with the set aspects. Those involve the thing they know about English language teaching, how they use their knowledge in the practice and their self reflection on confidence and motivation in teaching. The findings on those aspects have revealed that RJ can be used both as learning tool and as an assessment method which is able to measure PRESETs teaching quality as the starting point to encourage them to obtain PD (Faizah, 2008).
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Realizing the success of RT in contribution to PRESETs’ PD, the similar RT practice had been conducted in a teacher training institute in Indonesia, particularly in a course namely English Teaching to Young Learners offered for students majoring in English Education in the seventh semester in 2012. The practice was done by assigning PRESETs to teach English in the primary school for grade four, five and six. With the existence of this recent practice, researcher is curious to see how RT practice is conducted in developing PRESETs professionalism in the area of teaching English to Young Learners. To realize that intention, this research is going to investigate what PRESETs learnt through RT practices in pursuing their PD to teach English to Young Learners through the careful analysis on the RJ, covering their whole teaching experience during their teaching practicum.
1.2Research Questions
The research investigates RT practice of PRESETs in a teacher training institute in teaching English to young learners and is intended to address the following questions:
1. What do PRESETs know about English language teaching to young learners? 2. What can PRESETs do in their teaching practicum with what they know? 3. What do PRESETs need to improve in teaching English to young learners?
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In relation to the research questions, this research is projected to discover the following information:
1. Knowledge of PRESETs about teaching English to young learners.
2. Instructional skills which can be done by PRESETs with the knowledge they have.
3. Knowledge and instructional skills which need to be improved by PRESETs in teaching English to young learners.
1.4Scope of the Research
This research concentrates on identifying: (1) the knowledge of PRESETs about the teaching aspects needed to teach English to young learners, (2) the instructional skills they can do to implement their knowledge into classroom practice during teaching English to young learners practicum in the primary school and (3) knowledge as well as instructional skills they need to improve for the betterment in their future English teaching to young learners practice.
1.5Significance of the Research
Basically, RT practice which becomes the focus of the research is expected to give beneficial contribution to the PRESETs’ education. Specifically,
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it is intended to motivate PRESETs to continually work on their professional development by giving two important benefits.
Firstly, RT facilitates teachers, particularly PRESETs, to learn by relating their knowledge about teaching English to young learners with their teaching experience. The learning activity will then enhance their awareness to always watch on every event occurred during their teaching practice, so that they know what and how to improve for the better teaching practice. This study is indirectly intended to inspire teacher training institute to apply RT practice in the learning process of their PRESETs.
Secondly, since this study revealed several things need to be improved by PRESETs in teaching English to young learners, the study could enrich the knowledge of PRESETs about some obstacles that may be found in young learners’ class. As further implication, RT practice described in this study expectedly could prepare PRESETs to be independent in improving their PD by always being critical in coping with any situation they might find in the real classroom.
1.6Research Methodology
For giving the detailed information related to the research methodology, the categories including research design, data collection and data analysis of this research are elaborated as follow.
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1.6.1Research Design
Descriptive qualitative methodology with narrative inquiry design was chosen to conduct this research. The design is considered appropriate for this research for the reason that it tries to examine the phenomena happened in the classroom during teaching practicum through the interpretation of experience told by PRESETs from their own perspectives in the form of narration text (Clandinin & Connelly, 2000).
1.6.2Data Collection
The data were collected by the analysis of 35 reflective journals (RJs) of PRESETs Year 2009 enrolling in English Teaching to Young Learners course in a teacher training institute. The rationale for choosing RJ as the data collection tool is due to its content which includes the narration of reflection elaborating the comments on teaching experiences from the writer point of view with the details from the events happened (Faizah, 2008). The content of the journal fits the purpose of narrative inquiry design selected for this research.
1.6.3Data Analysis
The analysis of the qualitative data in this research used Constant Comparative Analysis (CCA) method. The decision to use the method is in accordance with Hewitt-Taylor (2001) who suggested that CCA is useful to identify the type of data which have broad themes and patterns of categories like the data of narration written by participants in their RJs collected for this research.
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For the procedure, the analysis went through the following steps: (1) coding data, (2) forming categories, (3) developing clusters, and (4) ) compiling report.
1.7 Clarification of Related Terms
With the purpose of avoiding the possibility of misunderstanding on the research concept, the explanations of several key terms used in this research are listed as follow.
1. Professional Development
Professional Development involves the improvement on the teaching factors referring to teachers’ knowledge, skills, and behavior in conducting the lesson in the classroom (Kyriakides et al, 2009).
2. Reflective Teaching
The term reflective teaching in this study is defined as the activity of evaluating the teaching experience by noticing and analyzing why and how every event in the classroom teaching practice happened, based on the relevant theory to decide the appropriate changes in the future practice. This activity comes in various forms with the assistance of reflective teaching tools. Specifically for this study, according to Fatemipour (2009), the common tools used are, peer observation, peer feedback, and teaching diary which is also known as reflective journal.
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3. Reflective Journal
Reflective Journal is a kind of reflective teaching tools, similar to teacher diary. In this research, this journal is used as learning tool and assessment for PRESETs to record and evaluate what they have experienced in the classroom during their teaching practicum. The contents of this journal which include what PRESETs know about English Language Teaching, what they can do to conduct the lesson with what they know and what things are needed to improve in their teaching, were taken as the data to see what PRESETs learnt with the guidance of this reflective teaching practice.
4. Pre-Service Teacher
In this study, pre-service teachers (PRESETs) refer to students of a university in Indonesia who major in English Education program and are still under training to achieve bachelor’s degree to be English teachers by enrolling in English Teaching to Young Learners course.
5. Young Learners
Young learners recognized in this paper are children aged from 8 to 12 years old who study in their fourth grade until sixth grade of primary school.
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The paper has been divided into five chapters, as follow:
Chapter I
The first chapter provides the outline of the whole content discussed in the research. It includes eight sections including the background of the research, the research questions, the aims of the research, the scope of the research, the significance of the research, the research methodology, the clarification of related terms and the organization of the paper.
Chapter II
The second chapter elaborates several relevant theories and concepts of PRESETs in relation to reflective teaching. The elaboration includes the following aspects: (1) the explanation of professional development (PD) including the concept and the activities; (2) the elaboration on what the reflective teaching is as a part of professional development, covering the background of its emergence, the definition and the form of reflective tools commonly used for the practice; (3) the concept of young learners’ characteristics and ways to teach English as Foreign Language in classroom context as the consideration for PD practice, and (4) the description of PRESET in relation to their needs to get PD through RT practice.
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Furthermore, Chapter III gives explanation of how the research methodology is organized beginning with the statement of problems, then followed by research design, data collection, and data analysis.
Chapter IV
Then in Chapter IV, finding and discussion are described to give details of the research result.
Chapter V
Lastly, Chapter V presents the conclusion of the research and suggestions for the further research.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter gives explanation of how the research methodology is organized to provide the answers for the three research questions. It begins with statements of problems, followed by the research design, setting and participants, data collection, and data analysis.
3.1 Statement of Problems
The research investigates reflective teaching practice of pre-service teachers (PRESETs) at a teacher training institute in teaching English to young learners and is intended to address the following questions:
1. What do PRESETs know about English language teaching to young learners? 2. What can PRESETs do in their teaching practicum with what they know? 3. What do PRESETs need to improve in teaching English to young learners?
3.2 Research Design
With the intention of investigating PRESETs’ learning experience by
working on reflective journal (RJ) writing, descriptive qualitative study was adopted. Qualitative study is best chosen for this study for its nature that is suitable to unveil the reality about the things being studied. In this research, the focus is teaching experience studied with the deep understanding on what teacher
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and students did in various interactions through the process of teaching and learning during the period of their practicum in teaching English to young learners (Hewitt-Taylor, 2001). The idea about descriptive study could represent the purpose of this research in unfolding what PRESETs think about their experience as the part of their learning process.
Holding the basis of qualitative study, the research takes narrative inquiry as the main research design. In relation to this research, the design entails the data
in the form of narration which describes PRESETs’ teaching experience during
their teaching practicum from their own point of view. The main reason of requiring the detailed description in the form of narration in this research is the nature of narrative text which is more personal. Regarding this nature, the logical manner could explain that the more accurate information about the phenomenon in classroom practice during teaching practicum indeed could be portrayed more accurately when it is told personally by PRESETs themselves as they were involved in the experience actively. They know exactly what was happened during their period of teaching practicum (Clandinin & Connelly, 2000).
3.3 Data Collection
According to Fraenkel et al (1993), this study was conducted with the document analysis technique in which the analyzed document provide the data sought under investigation. In this case, the document used is reflective journal (RJ). The rationale for choosing RJ as the data collection tool is due to the
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appropriateness of its content for the criteria of data expected for the research. RJ includes the narration of reflection elaborating the comments on teaching experiences described in it with the details from the teaching and learning events happened (Faizah, 2008).
The writing of reflective journal to provide the data for the purpose of the research was conducted as a part of sequential learning process of 35 PRESETs in English Teaching to Young Learners course. As the requirements to complete the course program, PRESETs were assigned to teach English at primary schools.
Prior to the RJ writing they went through several processes. It started by having them made small groups consisted of four to five people to design storyline based teaching to teach in the same class for four consecutive meetings by using a sequential storyline as the theme for every learning activity conducted.
During the teaching practicum, they were involved in reflective teaching activities including observation on the teaching practice, discussion about the observed teaching practice, and finally making a report of reflection on their teaching during the practicum. According to Fatemipour (2009), the three activities refer to the peer observation, peer feedback and teaching diary or reflective journal. For the purpose of this study, RJ as the last assignment was submitted by PRESETs and was then used as the data source for this study.
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The data analysis of the qualitative data in this research used Constant Comparative Analysis (CCA) method. The decision to use the method is in accordance with Hewitt-Taylor (2001: 42) who suggested that “CCA is useful to identify the type of data which have broad themes and patterns of categories” like the data of narration written by participants in their RJ collected for this research. For the procedure, the analysis went through the following steps.
3.4.1. Coding the data
According to Hewitt-Taylor (2001: 39), in this very first step, the whole RJs written by participants were read. The main information that was going to be investigated by the research questions found during reading process was then highlighted. The information may be contained in the sentences, paragraphs or sections of the journal. In the last step, each highlighted section was named by the appropriate code which could embody the idea brought in it.
To give clear idea of how the coding process was carried out, what follow is the example of coded excerpts taken from RJ.
I gave the smiles during my teaching, and never forget to praise them after they did something good. I also provided them with various activities so they didn’t feel bored during my lesson.
Attention span Creating a positive
classroom climate
Creating a positive classroom climate
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Figure 3.1 Example of Coded Excerpt 1 (Source: Reflective Journal No. 24 in Appendix A)
I realized that my voice is not loud. So, I should make my voice to be loud enough to hear from the entire class. Then, the most crucial one is concerning my grammar and pronunciation. I found that I mispronounce some words and forgot about the concord during my teaching.
Figure 3.2 Example of Coded Excerpt 2 (Source: Reflective Journal No. 2 in Appendix A)
Song that covers whole lesson was used in the very beginning and it helped the students a lot in familiarizing the learning content. When story was being delivered, I could control the movement of the puppets so it was clear which puppet got its turn to speak and the
one which didn’t. During whilst, I gave various activities which were scaffolding
Figure 3.3 Example of Coded Excerpt 3 (Source: Reflective Journal No, 32 in Appendix A)
Voice projection
Comprehensible input provider
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In solving all of those problems, I did several treatments for every problem. First, when I made my lesson plan I did a discussion with my group members. My friends gave me some suggestions related to the material which were going to be taught. In designing the lesson plan I also compare my lesson plan with another lesson plan which has the same topic with me.
Figure 3.4 Example of Coded Excerpt 4 (Source: Reflective Journal No, 14 in Appendix A)
The terms used to code the two excerpts above are not taken for granted. Each code is made based on the existing theory about teaching practice mainly combined from Harmer (2007) and Brown (2001) which can be traced in chapter 2, section 2.3.3 for the complete explanation.
In figure 3.1, creating a positive classroom climate as the code refers to praise and smiles in the excerpt for both of them are needed in establishing rapport with students which could create a positive climate in the classroom to support successful teaching and learning process. In addition, attention span is
made as the code to refer to students’ ability to give out their attention which is
usually influenced by the variety of learning activities provided (Brown, 2001). In figure 3.2, voice projection to code the excerpt according to Brown (2001) is related to how teacher makes their voice useful to talk and give instruction effectively that students could listen to the voice clearly. The next code is comprehensible input provider. It could represent PRESETs’ concern on the language accuracy issue which they need to improve to fulfill their role as the comprehensible input provider for their students (Harmer, 2007). Following the
Peer feedback
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codes in figure 3.2, the next figure contains scaffolding as the code for the excerpt. This code is another term for sequential learning activities which are intended to help learners learn through the appropriate stages (Cameron, 2001). As for the last code in figure 3.4, peer feedback is selected to name the discussion held after observation on teaching for finding the solution to the problem in the teaching practice (Fatemipour, 2009).
3.4.2. Forming categories
In this stage, some categories are formulated to group the information coded in the document. Actually, “each code can be included into more than one category since the code may still bring broad ideas from the excerpts” (Hewitt-Taylor, 2001: 40). However, to avoid overlapping in interpreting the data, the focus idea of code will allow it to only have one place in the category. With the purpose of giving clearer idea about the forming of categories and its limitation, several codes from the previous section, including creating positive climate, attention span, voice projection, comprehensible input provider, and peer feedback will be grouped into categories as what are provided in the following table.
Table 3.1 Forming Categories
No Categories Codes
1 Learner variables Attention span
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3 Classroom activity Scaffolding
4 Classroom management
Voice projection
Creating positive climate 5 Teacher development Peer feedback
In categorizing the codes, the limitation is made based on the focus idea of the code in relation with the relevant theory. In evidence, attention span is
categorized into learner variables for it is a part of student’s characteristics in their
tendency to lose attention during language learning process (Brown, 2001). The next category is teacher role which includes the role of teacher as comprehensible input provider because in language learning, teacher indeed has the duty to give language input or exposure to help students acquire the language (Troike, 2006; Harmer, 2007). For the third category, scaffolding is included for it is needed to be applied to the steps for conducting activity. Different from other categories, classroom management could embrace two codes including voice projection and creating a positive classroom climate because according to Brown (2001) voice projection is needed by teachers to communicate with students and to give instruction, and creating a positive classroom climate as means needed for effective teaching and learning process. The last code is about teacher development. It may take in various forms, and peer feedback is one of them. For more detail information about peer feedback, see section 2.2.2 in chapter 2 of this
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paper. Finally, for more detailed information about categorization of codes in this research, the table is provided in appendix B.
3.4.3. Developing clusters
As the further step, the categories made are then clustered based on the research questions. In this clustering stage, the answers of research questions are decided from the existing categories. Started from this stage, the finding of the research is slightly revealed. Continuing the process of categorization in the previous section involving learner variables, teacher role, classroom activity, classroom management, and teacher development; the examples in forming clusters will be provided in the following table.
Table 3.2 Clustering Categories
No Research Questions Categories Codes
1 What do PRESETS know about English language teaching to young learners?
Learner variables Attention span
Teacher role Comprehensible input provider
Classroom activity Scaffolding Classroom
management
Voice projection Creating positive climate
Teacher development Peer feedback 2 What can PRESETS do in
their teaching practicum with what they know?
Learner variable Attention span Classroom activity Scaffolding Teacher development Peer feedback
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What do PRESETS need to improve in teaching English to young learners?
Classroom management
Voice projection Teacher role Comprehensible input
provider
For further information about clustering categories that will bring the main finding for this research, the complete table can be checked in appendix B.
3.4.4. Compiling report
In order to get the clear yet accurate answer for the three research questions, each category was elaborated into detailed description. Furthermore, the categories were examined by using the relevant theories to provide more accurate findings. In the end, the findings were rechecked by reviewing the reflective journals for the sake of establishing the validity of the analyzed data.
3.5Concluding Remark
This chapter has described the statement of problems, research design, setting and participants, followed by the elaboration of data collection and data analysis procedure. The following chapter will describe the findings and the discussion of the research in more detailed manner.
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Dini Mustaqima, 2013
Reflective Teaching Practice Of Pre-Service Teachers For Young Learners At A Teacher Training Institute
Universitas Pendidikan Indonesia | repository.upi.edu
CHAPTER V
CONCLUSSIONS AND SUGGESTIONS
The chapter presents the conclusion of the findings obtained from the conducted research which are then followed by the suggestions for the course program which intends to apply RT practice as well as for the further research on the similar field.
5.1 Conclusions
After analyzing the data, the findings of the research indicate that PRESETs have already acquired ample knowledge about how to teach English to young learners in terms of learning variables, their roles as teacher, classroom activity requirements and how to do effective classroom management. PRESETs also have already been able to apply their knowledge on teaching aspects including the ability to accommodate learner variables, playing their teacher role as comprehensible input provider as well as the manager of students in doing the language learning activities.
Although PRESETs have noted their successful points in applying knowledge into practice, several aspects to improve in their teaching were found during the practicum. Those teaching aspects to be improved are related to the specific aspects. In learner variables, PRESETs need to focus on attention span and language level as the consideration to provide appropriate activities for
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Dini Mustaqima, 2013
Reflective Teaching Practice Of Pre-Service Teachers For Young Learners At A Teacher Training Institute
Universitas Pendidikan Indonesia | repository.upi.edu
students. And then in relation with teacher role, PRESETs still need to develop their skills to establish rapport with students, give more accurate comprehensible input by improving language accuracy and maintain the use of English in the classroom communication. Lastly, in classroom management, PRESETs still need to think of more about the effective way in displaying voice projection, doing
signalling to draw students’ attention and also making suitable yet effective
seating arrangement for the class.
Related to the aspects needed improvements which are elaborated above, PRESETs realized that those aspects were found as the result of their learning process through reflective teaching (RT) practices. PRESETs also have been able to learn the way to develop their professionalism through RT practice. RT tools which have been familiarly used by the PRESETs include peer observation, peer feedback and self reflection, which is also known as reflective journal. As the result of the three RT practices, it is revealed that PRESETs found the RT tools beneficial for them to solve the problem in teaching as well as to encourage them to always think reflectively about their teaching practice. The shaping of reflective thinking in PRESETs could indirectly grow their need for professionalism development (PD). As further implication, with their awareness of PD, PRESETs would continually develop their professionalism even after graduating from their training institute.
(33)
Dini Mustaqima, 2013
Reflective Teaching Practice Of Pre-Service Teachers For Young Learners At A Teacher Training Institute
Universitas Pendidikan Indonesia | repository.upi.edu
Based on the study result about the learning content and the way of conducting reflective teaching, the suggestions will be given specifically as the contribution to the improvement of any course program focusing on the application of RT practice for teaching English to young learners and as the idea to conduct the further research.
As the suggestion for employing the course program, the learning contents which need more emphasis in the course is on the case of classroom management. PRESETs tend to have difficulty especially in organizing students. Actually PRESETs’ knowledge on classroom management is enough, but when it comes to the teaching practices with the real students as the target learners more practices are still required. To be more specific, RT practice of PRESETs in the course program period should be done more frequently with each session focusing on the teaching aspects including the learner variable, teacher role, classroom activity and classroom management.
As for the further research, it is indicated that this study somehow has its limitation in providing the more in depth concern on each teaching aspects. The reflective journal which was used as the data collection tool mainly took the picture of the teaching practicum experience of pre-service teachers as the whole unity. Knowledge and skills related to teaching English to young learners were compiled as the learning evidence to assess PRESETs’ pedagogical competence especially in instructional skills. For the better implication, it is suggested that in the further research, each teaching aspect which represents the finding of this
(34)
Dini Mustaqima, 2013
Reflective Teaching Practice Of Pre-Service Teachers For Young Learners At A Teacher Training Institute
Universitas Pendidikan Indonesia | repository.upi.edu
research and each RT practice with more varied tools could get more specific attention.
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75
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Finland.doi:10.4304/jltr.2.4.733-739 ISSN 1798-4769.[Online]. Available at: http://ojs.academypublisher.com/index.php/jltr/article/download/02047 33739/3204. [June 6th, 2013]
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77 Hewitt-Taylor J. (2001) Use of constant comparative analysis in qualitative
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lj.si/dejavnosti/sp/2010-11-03/teaching%20and%20teacher%20education%202009.pdf. [April 19th, 2013]
Lim, C.P. et al. (2009). Innovative Practices in Pre-Service Teacher Education
An Asia-Pacific Perspective.Sense Publisher
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Maggioli, G.H.D. (2003). Professional Development for Language Teachers. Center for Applied Linguistics Eric Clearinghouse on Languages and
Linguistics • 4646 40thSt Nw • Washington Dc 20016-1859 • 202
-362-0700.[Online]. Available at:
http://www.cal.org/resources/digest/digest_pdfs/0303diaz.pdf. [ June 5th, 2013]
McGrath, I. (2002). Materials Evaluation and Design for Language Teaching. Scotland: Edinburgh University Press.
Mizell, H. (2010). Why Professional Development Matters. United States of America: Learning Forward.
Mustafha, B. (2010). Teaching English to Young Learners in Indonesia: Essential
Requirements. EDUCATIONIST Vol. IV No. 2 Juli 2010ISSN : 1907 –
8838. [Online]. Available
at:http://file.upi.edu/Direktori/JURNAL/EDUCATIONIST/Vol._IV_No._ 2-Juli_2010/07_Bachrudin_Musthafa.pdf. [ March 13rd, 2013]
Richards, J.C. &Nunan, D. (2002).Second Language Teacher Education.United Kingdom: Cambridge Language Teaching Library.
(38)
78 Richards, J.C. & Farrell, T.S.C. (2005).Professional Development for Language
Teachers.New York: Cambridge University Press.
Robichaux, R.R and Guarino, A. J. (2012).Enhancing Preservice Teachers’
Professionalism through Daily Teaching Reflections.Hindawi Publishing
Corporation Education Research International Volume 2012, Article ID 452687, 3 pages doi:10.1155/2012/452687. [Online]. Available at: http://www.hindawi.com/journals/edu/2012/452687/. [ November 20th , 2012]
Rochsantiningsih, D. (2004). Enhancing Professional Development of
Indonesian High School Teachers through Action Research.Department of
Linguistics Division of Linguistics and Psychology Macquarie University[Online]. Available
at:http://www.researchonline.mq.edu.au/vital/access/manager/Repository/ mq:23918. [ April 5th, 2013]
Sari, E. & Lim, C.P. (2012).Design-based research: Understanding its
application in a teacher professional development study in Indonesia. The
Asia-Pacific Education Researcher.[Online]. Available at:
http://www.academia.edu/1074540/Sari_E._and_Lim_C.P._2012_._Desig
n-based_research_Understanding_its_application_in_a_teacher_professional
_development_study_in_Indonesia._The_Asia-Pacific_Education_Researcher_20_3_28-38. [ April 5th, 2013]
Suherdi, D. (2009). Classroom Discourse Analysis “A Systemiotic Approach”
Revised Edition. Bandung: CELTICS (Center of Excellence for Language
Teaching Initiatives, Creativities, and Services).
Troike, M.S. (2006). Introducing Second Language Acquisition.United Kingdom: Cambridge University Press.
Woodward, T. (2001).Planning Lessons and Courses: Designing Sequences of
Work for the Language Classroom. United Kingdom: Cambridge
(39)
79 White, G. (2010). Peer observation. Teaching English British Council. [Online].
Available at:http://www.teachingenglish.org.uk/articles/peer-observation. [May 25th, 2013]
Yüksel, İ. (2011). The Effects of Post-Observational Reflective Feedback Modes
on Teaching Beliefs: Peer vs. Teacher-Mediated Feedback. Anadolu
University, Turkey: Turkish online Journal of Qualitative Inquiry, January 2011, 2(1). [Online]. Available at:
http://www.tojqi.net/articles/TOJQI_2_1/TOJQI_2_1_Article_4.pdf. [January 28th, 2013]
(1)
Dini Mustaqima, 2013
Reflective Teaching Practice Of Pre-Service Teachers For Young Learners At A Teacher Training Institute
Universitas Pendidikan Indonesia | repository.upi.edu
research and each RT practice with more varied tools could get more specific attention.
(2)
75
REFERENCES
Adamson, J. &Sert, N. (2012).Autonomy in Learning English as a Foreign
Language.IJGE: International Journal of Global Education - 2012, volume 1 issue 2. [Online]. Available
at:http://www.ijge.net/ojs/index.php/ijge/article/view/69/83.[April 5th , 2013]
Al-Issa, A and Ali Al-Bulushi.(2010). Training English Language Student Teachers to Become Reflective Teachers.Australian Journal of Teacher Education: Volume 35: Issue 4, Article 4. [Online]. Available
at:http://ro.ecu.edu.au/ajte/vol35/iss4/4. [November 19th, 2012] Anderson, E and Neild, J. (2007).Improving Self Reflection and Peer
Feedback.Monash University Business and Economics Department of Management Working Series.[Online]. Available
at:http://www.buseco.monash.edu.au/mgt/research/working-papers/2007/wp14-07.pdf.[ January 28th, 2013]
Brown, H.D. (2001). Teaching by Principles: An Interactive Approach to
Language Pedagogy (Second Edition). San Fransico, California: Addison Wesley Longman Inc.
Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.
Clandinin, D. J and Connelly, F.M. (2000). Narrative Inquiry
Experience and Story in Qualitative Research. San Fransisco: Jossey-Bass Publishers.
Damayanti, et al. (2013).Primary Teachers’ Ways of Storytelling: Implications for the effectiveness of EYL classroom instruction. Research based paper presented at: Conference of Teacher Competency Frameworks:
Developing Excellence in Teaching26 & 27 February 2013 Kuala Lumpur, Malaysia. [Online]. Available at:http://www.britishcouncil.org/downloads-list-of-presentation-ika-eki-and-iyen.pdf. [March 3rd, 2013]
Danielson, C. (2013). The Framework for Teaching 2013 Edition Evaluation Instrument. Princeton: The Danielson Group.
(3)
76 Davidson, G. (2012).Going forward: Continuing Professional Development for
English Language Teachers in the UK.United Kingdom: British Council. Emery, H. (2012).A global study of primary English teachers’ qualifications,
training and career development.ELT Research Papers 12 –08. London:
British Council &University of Essex. [Online]. Available
at:http://englishagenda.britishcouncil.org/sites/ec/files/B487_ELTRP_Eme ry_ResearchPaper_FINAL_web_V2.pdf. [November 23rd, 2012]
Faizah A. M. (2008). The Use of Reflective Journals In Outcome-Based Education During The Teaching Practicum. Malaysian Journal Of ELT Research, Vol. 4, pp. 32-42. [Online]. Available
at:http://www.melta.org.my/modules/tinycontent/Dos/Faizah_V2.pdf.[ No vember 24th, 2012]
Farrell, T.S.C. (2008).Reflective Practice in the Professional Development of Teachersof Adult English Language Learners.Brock University, Ontario, Canada: Center for Applied Linguistics 4646 40th Street NW Washington, DC 20016-1859. [Online]. Available
at:http://www.cal.org/caelanetwork/pdfs/ReflectivePracticeFinalWeb.pdf.[ November 6th, 2012]
Fatemipour, H. (2009). The Effectiveness of Reflective Teaching Tools in English Language Teaching.The Journal of Modern Thoughts in Education Vol 4, No 4, Autumn 2009, pp. 73-90. [Online]. Available
at:http://www.sid.ir/en/VEWSSID/J_pdf/135020091605.pdf.[ January 28th, 2012]
Gebhard, J.G. (2006). Teaching English as a Foreign Language or Second Language: A Teacher Self-Development and Methodology Guide Second Edition. America: The University of Michigan Press.
Harmer, J. (2007).The Practice of English Language Teaching (Fourth Edition). Cambridge, United Kingdom: Longman.
Heo, J.C. et al. (2011). Piaget’s Egocentrism and Language Learning: Language Egocentrism (LE) and Language Differentiation (LD). Journal of
Language Teaching and Research, Vol. 2, No. 4, pp. 733-739, July 2011 © 2011 Academy Publisher Manufactured in
Finland.doi:10.4304/jltr.2.4.733-739 ISSN 1798-4769.[Online]. Available at: http://ojs.academypublisher.com/index.php/jltr/article/download/02047 33739/3204. [June 6th, 2013]
(4)
77 Hewitt-Taylor J. (2001) Use of constant comparative analysis in qualitative
research.Nursing Standard. 15, 42, 39-42.[Online]. Available at:http://nursingstandard.rcnpublishing.co.uk/archive/article-use-of-constant-comparative-analysis-in-qualitative-research. [ March 3rd, 2013] Hunzicker, J. (2010). Characteristics of Effective Professional Development: A
Checklist. Department of Teacher Education Bradley University.[Online]. Available
at:http://rt3nc.ncdpi.wikispaces.net/file/view/design+checklist.pdf. [June 3rd , 2013]
Kyriakides, L. et al. (2009).Teacher Behaviour and Student Outcomes: Suggestions for Research on Teacher Training And Professional
Development. Teaching and Teacher Education 25 (2009) 12–23
&Elsevier Ltd (2008).[Online]. Available at:http://ceps.pef.uni-
lj.si/dejavnosti/sp/2010-11-03/teaching%20and%20teacher%20education%202009.pdf. [April 19th, 2013]
Lim, C.P. et al. (2009). Innovative Practices in Pre-Service Teacher Education An Asia-Pacific Perspective.Sense Publisher
Rotterdam/Boston/Taipei.[Online]. Available
at:https://www.sensepublishers.com/media/511-innovative-practices-in-pre-service-teacher-education.pdf. [November 12nd, 2012]
Maggioli, G.H.D. (2003). Professional Development for Language Teachers. Center for Applied Linguistics Eric Clearinghouse on Languages and Linguistics • 4646 40thSt Nw • Washington Dc 20016-1859 • 202 -362-0700.[Online]. Available at:
http://www.cal.org/resources/digest/digest_pdfs/0303diaz.pdf. [ June 5th, 2013]
McGrath, I. (2002). Materials Evaluation and Design for Language Teaching. Scotland: Edinburgh University Press.
Mizell, H. (2010). Why Professional Development Matters. United States of America: Learning Forward.
Mustafha, B. (2010). Teaching English to Young Learners in Indonesia: Essential
Requirements. EDUCATIONIST Vol. IV No. 2 Juli 2010ISSN : 1907 –
8838. [Online]. Available
at:http://file.upi.edu/Direktori/JURNAL/EDUCATIONIST/Vol._IV_No._ 2-Juli_2010/07_Bachrudin_Musthafa.pdf. [ March 13rd, 2013]
Richards, J.C. &Nunan, D. (2002).Second Language Teacher Education.United Kingdom: Cambridge Language Teaching Library.
(5)
78 Richards, J.C. & Farrell, T.S.C. (2005).Professional Development for Language
Teachers.New York: Cambridge University Press.
Robichaux, R.R and Guarino, A. J. (2012).Enhancing Preservice Teachers’ Professionalism through Daily Teaching Reflections.Hindawi Publishing Corporation Education Research International Volume 2012, Article ID 452687, 3 pages doi:10.1155/2012/452687. [Online]. Available at: http://www.hindawi.com/journals/edu/2012/452687/. [ November 20th , 2012]
Rochsantiningsih, D. (2004). Enhancing Professional Development of
Indonesian High School Teachers through Action Research.Department of Linguistics Division of Linguistics and Psychology Macquarie
University[Online]. Available
at:http://www.researchonline.mq.edu.au/vital/access/manager/Repository/ mq:23918. [ April 5th, 2013]
Sari, E. & Lim, C.P. (2012).Design-based research: Understanding its
application in a teacher professional development study in Indonesia. The Asia-Pacific Education Researcher.[Online]. Available at:
http://www.academia.edu/1074540/Sari_E._and_Lim_C.P._2012_._Desig
n-based_research_Understanding_its_application_in_a_teacher_professional
_development_study_in_Indonesia._The_Asia-Pacific_Education_Researcher_20_3_28-38. [ April 5th, 2013]
Suherdi, D. (2009). Classroom Discourse Analysis “A Systemiotic Approach” Revised Edition. Bandung: CELTICS (Center of Excellence for Language Teaching Initiatives, Creativities, and Services).
Troike, M.S. (2006). Introducing Second Language Acquisition.United Kingdom: Cambridge University Press.
Woodward, T. (2001).Planning Lessons and Courses: Designing Sequences of Work for the Language Classroom. United Kingdom: Cambridge University Press.
(6)
79 White, G. (2010). Peer observation. Teaching English British Council. [Online].
Available at:http://www.teachingenglish.org.uk/articles/peer-observation. [May 25th, 2013]
Yüksel, İ. (2011). The Effects of Post-Observational Reflective Feedback Modes on Teaching Beliefs: Peer vs. Teacher-Mediated Feedback. Anadolu University, Turkey: Turkish online Journal of Qualitative Inquiry, January 2011, 2(1). [Online]. Available at:
http://www.tojqi.net/articles/TOJQI_2_1/TOJQI_2_1_Article_4.pdf. [January 28th, 2013]