T
he Contribution of Teaching Journal to Students’ Teaching Development:
A Qualitative Study in a Microteaching Course
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Wimbo Pambudi Wicaksono
112008123
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
i
T
he Contribution of Teaching Journal to Students’
Teaching Development:
A Qualitative Study in a Microteaching Course
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Wimbo Pambudi Wicaksono
112008123
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
ii
The Contribution of Teaching Journal to Students’ Teaching Development:
A Qualitative Study in a Microteaching Course
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Wimbo Pambudi Wicaksono
112008123
Approved by:
Nugrahenny T. Zacharias, Ph.D Supervisor
iii COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright@ 2013. Wimbo Pambudi Wicaksono and Nugrahenny T. Zacharias, Ph.D All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya Wacana University, Salatiga.
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PUBLICATION AGREEMENT DECLARATION
As a member of the (SWCU) Satya Wacana Christian University academic community, I verify that:
Name : Wimbo Pambudi Wicaksono Student ID Number : 112008123
Study Program : English Language Teaching
Faculty : Faculty of Language and Literature Kind of Work : Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free right for my intellectual property and the contents therein entitled:
The Co tri utio of Tea hi g Jour al to Stude ts’ Tea hi g Develop e t: A Qualitative Study in a Microteaching Course
With this non-exclusive royalty free right, SWCU maintains the right to copy, reproduce, print, publish, post, display, incorporate, store in or scan into a retrieval system or database, transmit, broadcast, barter or sell my intellectual property, in whole or in part without my express written permission, as long as my name is still included as the writer.
This declaration is made according to the best of my knowledge.
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TABLE OF CONTENTS
Cover Page ... i
Approval Thesis Sheet ... ii
Copyright Statement ... iii
Publication Agreement Declaration………..iv
Table of Content……….v
ABSTRACT. ... 1
INTRODUCTION ... 1
Theoretical Framework ... 3
THE STUDY ... 5
Context of the study ... 5
Participants... 6
Instrument of Data Collection... 7
Data collection procedure and analysis ... 8
FINDINGS AND DISCUSSIONS ... 8
Student-teachers became knowledgeable of the areas of specific teaching content or methodology. ... 9
Selecting Activities ... 9
Introducing Lesson ... 11
Giving Instruction ... 12
Managing Classroom ... 14
Students teachers identified areas of improvement they need to work on ... 16
Introducing the Topic... 16
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CONCLUSION AND SUGGESTIONS ... 18
ACKNOWLEDGEMENT………20
1
The Contribution of Teaching Journal to Students’ Teaching Development:
A Qualitative Study in a Microteaching Course
Wimbo Pambudi Wicaksono
ABSTRACT
This paper discussed the use of writing teaching journal to teacher training, especially in Microteaching class. This study was aimed to answer the research question, “What does the contribution of teaching journal to students‟ teaching development?” Twenty student-teachers were selected to be the participant and the data were collected through their teaching journals. The result in this study showed that student-teachers‟ teaching journals gave benefit for them. It was revealed from their teaching journal that they became knowledgeable in the areas of specific teaching content or methodology and identified areas of improvement they need to work on. It is in line with what Jack and Richards (2005, p. ix) that stated it is helpful to identify pedagogical strengths that enhance teacher development, and weaknesses that suggest change in delivery of instruction or curriculum, in order to improve student learning. Key words: microteaching, teaching journal, student-teachers.
INTRODUCTION
The aim of this study is to find the contribution of teaching journal to students‟ teaching development. As a person who has spent most of my time as a student, I have experienced writing countless journals as a part of the course assessment which, according to the course instructors, are usually used to measure students‟ understanding in a course. The course instructors will use it to evaluate students‟ performance during the course. Then, they will use it to decide the grade. However, I could not yet understand the reason why the students have to write journals in a Microteaching course.
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teaching journal: 1). was it only a requirement to get the course grade? 2). did I always have to write what I felt? 3).what should I write if I did not have something important to write? 4).
Then, how did the teacher assess my teaching journal? 5). was there any benefit of writing
teaching journals for me as a student? Therefore, a further analysis about the students‟ teaching journal during the Microteaching course should be conducted to find out the contribution of teaching journal to the students‟ teaching development.
In the process of writing the teaching journals, I feel that it is similar with writing in a diary where we can share our feelings related to our experiences. Holly (1989) and Shepherd (2004), as cited in Tokolahi (2010), have added the definition of a journal as a written documentation of a person‟s reflections on his/her experiences. These days, journals are also
commonly used in several subjects, especially in the English Teaching Program where I conducted this study. It effectively promotes students learning because they call for different ways of thinking about the subject from the traditional essay: more open-ended, questioning and exploratory; raising rather than answering questions; enabling exploration of connections between ideas encountered in the course and the writer‟s experience‟ (Crème 2005, p.289 in Barney & Mackinlay, 2010). In addition, Moon (2006, p.26 in Barney & Mackinlay, 2010) stated that journal writing is a process that enhances learning in a number of ways: by slowing down the pace of learning, increasing the sense of ownership in learning, acknowledging the role of emotion in learning, providing a learning experience that deals with situations that are not straight forward and enhancing learning through the process of writing.
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writing teaching journal. As a form of reflection, I believed that this assignment directs the student to be an independent learner. Bartlett (1990, 209 as cited in Freeman 2001, 48) noted that the best way to record our practice should involve a writing process because we begin not only observe but also take the first step in reflecting on or about our practice. Richards & Lockhart (2005, p. ix) stated that it will be very helpful to identify pedagogical strengths that enhance teacher development, and weaknesses that suggest a change in the delivery of instruction or curriculum, in order to improve students‟ learning. It seems that teaching journals have contributions to students‟ teaching development. Therefore, through this study, I made my research question as “What does the contribution of teaching journal to students’
teaching development?” The reason why I used this research question is because I want to
know the benefits of writing teaching journal, especially its contribution to the students‟ teaching development.
Theoretical Framework
The aim of this paper is to know the pedagogical contributions of teaching journal to the students‟ teaching development. Albrecht and Carnes (2006) gave four findings about the
contribution of student-teachers‟ journal during Microteaching class in Professional
Development School (PDS) in United States.
1. Student-teachers became knowledgeable in the areas of specific teaching content and teaching methodology or pedagogy.
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of teaching skill so that the students can practice it, and immediate feedback on performance can be given (Wallace, 1991, p.92). Albrecht and Carnes noticed that their student-teachers became knowledgeable from their students‟ voice which were communicated through their journals about applying their knowledge of content to the subject matter (Albrecht & Carnes, 2006).
2. Student-teachers recognized the importance of teachers‟ preparation.
The issue about how students‟ attitude in taking the Microteaching class is
becomes interesting to be examined whether they prepare their mini teaching as serious as what they will prepare in the “real” teaching later or not. Albrecht and Carnes (2006)
stated that a sense of appreciation and understanding of how much time, effort, and application of knowledge are required for writing a high quality lesson plan. Through what they wrote in their teaching journals in the microteaching class, we can examine how students recognize the importance of teacher preparedness for a successful teaching and learning.
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4. Student-teachers identified areas of improvement for professional growth and development
Albrecht and Carnes (2006) argued that the central purpose of reflection in the journal is the problem solving. In this finding, they identified that student-teachers became skilled at identifying areas of improvement for ongoing professional growth and development. Richards and Lockhart (2005, p. 4) added that students‟ reflection can be also used as a basis for decision making, planning, and action. It can be assumed that it enables the student-teachers to make improvement for professional growth and development.
THE STUDY
Context of the study
The setting of the study is a Faculty of Language and Literature or English Language Teaching Program in a private University, in Salatiga, Central Java, Indonesia. The classes in the English Language Teaching Program are conducted using English language. The English Language Teaching Program prepares its students to be English teachers and for this reason the students are prepared to face the real classroom condition by teaching an educational institutional in Salatiga. All students must have taken education related courses like Introduction to Language Education, Teaching Learning Strategies, Teaching English as Foreign Language, Curriculum and Material Development, Language Assessments, and Microteaching.
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pretend to be the students. Each mini teaching is different because it prepares them to teach three different levels of educational systems in Indonesia; Elementary School, Junior High School, and Senior High School. The students must be prepared for all levels because they do not know which school they are going to teach for their teaching practicum later. In the end of each mini teaching, the students have to write a teaching journal about how they feel about their teaching and their class, comments from their observers (in the form of narration), the weaknesses that they think they need to fix or improve, and how they are going to improve it.
Participants
All participants of the study were selected from Microteaching classes in the ELT program. There are six Microteaching classes in the ELT program but only three classes were used due to the criteria below. This study took 24 students from the three Microteaching classes and also uses purposive sampling or criterion-based. The participants had been selected based on the criteria:
1. Students who were in Microteaching class and had passed Language Education, Teaching Learning Strategies, Teaching English as Foreign Language, Curriculum and Material Development, Language Assessments class. It is assumed that if they have passed those courses, then they have learned the theory of teaching to be applied in the Microteaching class.
2. Students who gave the same instructions in a class as listed in the microteaching handout for teaching journal assignment. As the requirements, student-teachers have to submit their teaching journals at the end of the semester.
3. Students who had written three mini teachings on their teaching journals.
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Four other teaching journals were not used as they did not meet the criteria because the participants wrote a global reflection for their three mini teachings. All names mentioned in this study are pseudonyms.
Instrument of Data Collection
The data was collected through the students teachers‟ teaching journals to answer the research questions. Students who are taking the Microteaching class have to write their own feeling about their mini teachings and their class after they have done their mini teaching. Hence, they have to write a teaching journal after they have finished each mini teaching. As a total, there are three mini teachings that the students have to write in the form of journals. Each journal is approximately about 200-300 words typed, double spaced and Times New Roman 12. What the students wrote in their teaching journals are considered similar with the previous study conducted by Albrecht and Carnes (2006) because they have to address what they learned through their microteaching, what teaching methods worked best and what things did not work as planned, and how they made their microteaching better. In the end, they should attach the teaching journals in the portfolio as the final assignment.
8 1. How the students feel about their teaching.
2. How the students feel about their class.
3. Comments from their observers (in the form of narration). 4. The part the students think they need to fix or improve. 5. How the students are going to improve it
Data collection procedure and analysis
In analyzing the data, there were several steps which I conducted. First, I read the 3rd teaching journals from the students. Second, I reread them to examine and code the data that have been gathered from the teaching journals. This coding was done by highlighting what they have learned which was reflected from what they had written about their strength, weakness, and problems during the mini teachings. Third, I classified the data based on four subthemes that answered the research question adapted from the study conducted by Albrecht and Carnes (2006), which are: 1) Student-teachers became knowledgeable in the areas of specific teaching content and teaching methodology or pedagogy. 2) Student-teachers recognized the importance of „teacher preparedness.‟ 3) Student-teachers developed or sought to develop a personal ‟comfort level‟ for teaching. 4) Student-teachers identified areas of
improvement for professional growth and development. In analyzing the data, it was taken from the teaching journals that were not edited. Therefore, some grammatical problems still appeared in the discussion.
FINDINGS AND DISCUSSIONS
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1. Student-teachers became knowledgeable of the areas of specific teaching content or
methodology.
After analyzing the data, I found that the most of the students wrote about how they became knowledgeable of the areas of specific teaching content or methodology. Based on the their journals, they self-assess their activities, lesson instruction, instruction and classroom management.
Selecting Activities
From the teaching journals, there were three participants who made a reflection upon their decision in choosing certain activities. Eki, Laras, and Ayu evaluated their own mini teachings, thus they were able to assess their own teaching success. Furthermore, Eki even wrote that he became knowledgeable of activities that are interesting to be implemented in the classroom.
My last mini teaching presentation is my best mini teaching presentation that I have ever done in this class, still in my opinion. I do prepare my last mini teaching presentation well, choosing what material that I will give to the students and also how to revise my mistake in my last two presentations. ... prepare some activities which I think these will be interesting to do based on my friends‟ feed backs, most of them feel the same like I feel; the
presentation is good and well done, it runs smoothly.
(Eki, Teaching Journals, 15-11-2013)
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best of her, because she has learned from the previous experiences as well as she took feedbacks from her peers. What she wrote about her third mini teaching that was her best teaching because it was interesting and ran smoothly. It indicated that she became knowledgeable in preparing her teaching, especially in selecting activities that are interesting to do.
Teaching journals wrote by Laras might bring different point of views about how they used their knowledge when selecting interesting materials.
Until the day before my presentation, I still not satisfied with my own lesson plan because at that time I think the activities I planned were boring, I would just ask student to give their opinion about some pictures and statements. But suddenly, I got an idea to change the first activity with making a movie review. The idea was, sometimes we found people‟s opinion about certain
movie titles in magazines and they make it in a form of movie review. By doing this activity, I also had a chance to show movie that probably make my mini teaching more interesting.
(Laras, Teaching Journals, 13-11-2012)
In her last mini teaching, Laras had a topic about „Asking & Giving opinion‟ and „Agreement & Disagreement‟. From the excerpt above, Laras has different opinion about
interesting materials. She wrote that interesting materials were materials that could not make her students bored or could motivate the students to learn. That was why she changed her activities from giving opinion about some pictures and statements became making a movie review. The way she selected activities that would not make her student felt bored showed that she became knowledgeable in selecting interesting activities.
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However, I still prepared it as good as I could and I always tried to look for something new for my teaching because sometimes learning is boring. At that time, I had an idea to make a game for my teaching, so I planned that the students would learn English while playing a game and I hoped it could avoid students from boredom and make them enthusiastic and interactive in learning English.
(Ayu, Teaching Journals, 13-11-2012)
From her teaching journal, she realized that she could not apply her previous activities for her students. Different from Laras that employed interesting activities in the classroom, the way to avoid students‟ boredom was by giving interactive activities that could make the students enthusiastic. In her teaching, she chose games as her activities. What Ayu wrote in their teaching journal showed that she became knowledgeable of selecting activities.
Introducing Lesson
The next finding was the students gained success in opening the lesson by applying attention grabber questions to the students.
This mini-teaching is generally better with my two previous mini-teachings. I improve the way I open the class, I ask questions quite often, so students keep paying attention to my explanation.
(Niko, Teaching Journals, 13-11-2012)
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explanation. The way he could improve how to introduce a lesson by asking questions indicated that he became knowleadgeable of introducing a lesson.
The next journal written by Hidayat showed how he liked the way he opened the lesson by having small talks because he already knew how to reduce the gap between students and the teacher using short conversation about certain topic that attracts students‟ attention.
My reflection of the previous mini teaching that I did is that I was pretty like a teacher though even though I am not a teacher, just not yet. I like how the way I opened my lesson that day with short conversation with students, talking with them about certain topic that interest them, so the gap between students and teacher is not too high. Narrowing the gap is a part of how to teach effectively in class though in my opinion because it‟s like a class
engagement.
(Hidayat, Teaching Journals, 15-11-2012)
It was clear that Hidayat realized that class engagement is a key to teach effectively. He added that narrowing the gap between him as a teacher and his students is important. That was why he tried to engage with the student by opening a conversation and choosing a topic that was interesting for his student when he introduced the lesson. From the teaching journals above, we could notice that Hidayat became knowledgeable of how to introduce the lesson interestingly.
Giving Instruction
The teaching journals wrote by Christ showed that he learned about giving instructions for cloze test through her experiences in the mini teachings.
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understanding reading, the second reading for filling the cloze test, and third reading for checking the answer or work.
(Christ, Teaching Journals, 5-12-2012)
In his third mini teaching, Christ got a topic about folktales. He told a story and gave a text about Temanggung. At the end of the class, he asked the students to do a cloze test. Here, he realized that the students could not understand his instruction if he only read it once. Then he had to repeat it twice to make them fully understood and could do the test just like what he instructed. From what he wrote, it was clear that he became knowledgeable of giving instruction, especially in giving instruction for cloze test.
The next teaching journal wrote by Suci also showed that she has learned about giving instructional explanation for a lesson.
I think that it is would be bored because the skill I would be teach is grammar. All my thinking is broken because the fact is the students give a good feed back. I see it from the warming up section. The students engaged with the topic so I can continue it softly. The first step is giving the matching task in order to review their knowledge. The next is asking their opinion. It is a good way in teaching because the interaction between the teacher and students is important to build an attention. So we can deliver the material well.
(Suci, Teaching Journals, 15-11-2012)
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attention to her teaching which made her felt that she was successful in delivering the material. What Suci wrote indicated that she learned from her experiences in her mini teaching about how to deliver the material well. It is in line with Biggs (1987) in Smith (2010) that stated students absorbed such knowledge and skills during their teaching experiences.
Managing Classroom
Managing classroom is the biggest effort that the student-teachers should commit in order to organize the learning environment or create a learning community to make learning purposeful and productive (Roe, Smith, & Ross, 2010, p.68). An interesting finding was found through Novi‟s and Susi‟s teaching journals. They shared what have they learned about managing classroom:
While second group come forward, the teacher gave sign that the time is three minutes left. Actually, there is still one activity. If I do it, I will lost my post teaching. I thought show must go on. I left the other activity and focus on this activity, I asked one more group to come forward. The activity have finished. I did my post teaching by giving review of the material today and asking them to revise it at home.
(Novi, Teaching Journals, 13-11-2012)
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to make them engage to the materials instead of just following the lesson plan itself
(Susi, Teaching Journals, 15-11-2012)
Both of Novi and Susi faced the same situation which was out of plan. According to Tripp (1993, p.8) in Liliyana (2013), an unplanned event faced by teacher is categorized as critical incident. In this case, both of Novi and Susi had to take quick response to problem occured during their teaching which resulted in omitting certain activity that they had planned in their mini teaching. Although they had different reason why they omitted the activities, they learned that they did not need to make their teaching to be exactly the same with their lesson plan. Moreover, this decision eventually brought positive effects for their teaching. In Novi‟s case, she chose to omit an activity in order to be able to perform her post teaching
activity. In other case, Susi might face a bad condition if she forced herself to use an activity which was not interesting, even by herself as the teacher. These situations are categorized as a teaching high in critical incident where there is a spontaneous and unanticipated intervention or change in the lesson plan that has a positive effect on the lesson (Thiel as cited in Richard &Farrell 2005, p.115). Furthermore, what they did in their mini teaching showed that they became knowledgeable in managing classroom.
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2. Students teachers identified areas of improvement they need to work on
The next finding is the students teachers know what areas of improvement they need to work on. It was reflected from their journal that they identified their weaknesses or problems and also what they would do later in order to improve their learning. They found that they had problems in introducing the topic and giving instructional strategy.
Introducing the Topic
What Laras wrote in her teaching journal showed that she identified her problem in introducing the topic.
Actually, I can give them some examples of giving opinion when I explained about the movie magazine that I brought to the class to introduce the topic. Maybe I can give them examples of movie review which contain some expressions to give opinion before I ask the students to make their own review. I can also re arrange the order of activities, because I started with something difficult (making simple movie review) to the one that is easier (giving opinion about some pictures orally).
(Laras, Teaching Journals, 13-11-2012)
17 Giving Instruction
The next journal written by Setya and Sianturi showed that they identified their problem in giving instructions.
When I was doing my mini teaching, there was something that I actually forgot. I forgot to draw the plot of narrative story. I should draw it at the beginning when I was explaining about the generic structure of narrative text. I drew it at the end when I did reinforcement. I thought it was okay but it would be better if I drew it at the beginning so the students could understand more about the plot and the generic structure of narrative text.
(Setya, Teaching Journals, 13-11-2012)
In my teaching I also faced one difficulty that was when I had to ask the students to come in front of the class to act. I forgot to give them time to read along the script I just gave them. It caused them not able to act it out and just read it and it obviously became reading theater. That was my own fail to recognize what actually I should do before asking them act in front of the class. I hope I did not do the same mistake later on when I had to teach the same material.
(Sianturi, Teaching Journals, 15-11-2012)
We can see from the excerpts above that a minor error such as “forgot” to do something that had been planned before could bring a significant difference. What Setya wrote showed that he forgot to draw the plot of narrative story in the beginning of the lesson which made his students could not strongly understand the plot and the generic structure of narrative text. Then, Sianturi‟s teaching journal also showed how he got problem when he had to ask his
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experience was that they succeeded in identifying their problem in giving instruction. It also showed that they learned from their mini teaching experience.
In addition, what the students had written above is also shows that they identified the areas of improvements through their teaching journals. Schon (1987), in Albrecht and Carnes (2006), identified two types of reflection which are: “reflection-in-action” and “reflection-on action”. Sudden decision during their teaching as the result of their own examination to
improve practice is an example of Schon‟s “reflection-in-action”. Then, writing teaching
journals after their mini teaching to find the solution as a result of what they faced during their teaching is an example of what Schon (1983, 1987) in Albrecht and Carnes (2006) referred as “reflection-on-action”. As the result, they identified the areas of improvement that
they need to work on by practicing their teaching.
CONCLUSION AND SUGGESTIONS
The aim of this paper is to investigate how student-teachers‟ teaching journal contributes to their teaching development. After analyzing the data I got from the student-teachers‟ teaching journals, I found out that there are two contributions of student-teachers‟ teaching journal to their teaching development. Those contributions are student-teachers became knowledgeable of the areas of specific teaching content or methodology and identified areas of improvement they need to work on.
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The second finding is student-teachers identified areas of improvement they need to work on. Students succeeded to identify the areas through their evaluation on their teaching performance during and after their teaching. Sudden decision during their teaching as the result of their own evaluation to improve practice is their reflection during the teaching (“reflection-in-action”). Then, writing teaching journals after conducting mini teaching to
find the solution for the problems that they faced during their teaching is their reflection after the teaching (reflection-on-action). As the result, they identified their weaknesses and also what will they do to later in order to improve their teaching. They gave critique to themselves in the way they introduced the topic and gave instructions.
However, this study still has limitation. It is limited on the participants‟ understanding of the reflection itself. Since teaching journal is a form of reflection, it requires student-teachers‟ awareness to examine their own experiences. There are arguments about what is the definition of the term reflection because there is no measurement tool for the reflection (Subramaniam, 2010). He added that the evaluation criteria should be made to reveal that the potential of the microteaching evaluation form. The evaluation was dependent on assigning weight age to each criterion. Therefore, having participants who have sufficient knowledge of and experiences about reflection will be more valuable.
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Jack and Richards (2005, p. ix), who stated that students‟ teaching journal is helpful to identify pedagogical strengths that enhance teacher development, and weaknesses that suggest change in delivery of instruction, in order to improve student learning. In addition, the educational institution can also take benefits from the student-teachers‟ teaching journal by using the data taken from the journal as a consideration to improve the course if it is needed.
ACKNOWLEDGEMENT
First, I would like to thank to Jesus Christ for his grace and blessing to my family and me. I wish to sincerely appreciate all people who helped me to finish this study. I would like to send my gratitude to my supervisor, Ibu Nugrahenny T. Zacharias whose patience, kindness, as well as academic experience I admire and also to my examiner, Ibu Anita Kurniawati who is willing to examine my thesis and put a touch of satisfaction in it. In addition, I am thankful to Ibu Victoria Usadya Palupi who has given me her time and advices in the process of writing this thesis.
I am also greatly gratified to my parents, Bambang Ari Setyadhi and Wahyu Budihastuti whom without their endless prayer, love, and support, I would not be able to finish my study. And this thesis would certainly not be finished without my beloved brother Bayu and my lovely girlfriend Nesya for becoming my reminder when I was lazy to do my thesis.
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