REFLECTIVE TEACHING TO IMPROVE NOVICE TEACHER’S PERFORMANCE : Classroom Action Research in a Private Islamic Vocational Boarding School in Cianjur.

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Feny Martina, 2013

Reflective Teaching To Improve Novice Teacher’s Performance (Classroom Action Research in a Private Islamic Vocational Boarding School in Cianjur)

REFLECTIVE TEACHING TO IMPROVE

NOVICE TEACHER’S PERFORMANCE

(Classroom Action Research in a Private Islamic Vocational Boarding School in Cianjur)

A THESIS

Written by

FENY MARTINA NIM.1007206

SCHOOL OF POST GRADUATE

ENGLISH EDUCATION STUDY PROGRAM INDONESIA UNIVERSITY OF EDUCATION

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REFLECTIVE TEACHING TO IMPROVE NOVICE

TEACHER’S PERFORMANCE

(Classroom Action Research in a Private Islamic Vocational Boarding School

in Cianjur)

By

Feny Martina

A Thesis submitted in partial fulfillment of the requirements for the Master’s

Degree in English Education

Universitas Pendidikan Indonesia

Agustus 2013

Hak Cipta dilindungi undang-undang.

Tesis ini tidak boleh diperbanyak seluruhya atau sebagian,

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Declaration

I hereby certify that the thesis entitled “Reflective Teaching to Improve Novice Teacher’s Performance (Classroom Action Research in a Private Islamic Vocational Boarding School in Cianjur)” is completely my own work. I am fully aware that I have quoted some statements and ideas from various sources and they

are all properly acknowledged.

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Acknowledgement

My profound gratitude that I would like to convey first is only to Allah SWT, the Almighty. He has given me the strength and capacity in accomplishing this work.

Alhamdullillahirabbilalamiin.

I would also like to express my sincere gratitude and respect to my supervisor, Dr. Wachyu Sundayana, with whom I was guided, supported and helped along with his patience during my work accomplishment. Jazakallahu khaira.

My special and warm thanks go to Ms. B who gave me much help for this study. Jazakillah khaira.

I would also like to extent my deep appreciation to the school where I was given to take chances to conduct my study and to the principles and the staff as well who had given me allowance and accepted my presence. Without them, this study would have been impossible. Jazakumullah khaira.

I am extremely grateful with my Father, who has given me both moral and financial supports for every step I have made in my life. I will always pray the best for you. Thanks for everything Dad. Jazakallahu khaira.

To the late of my mother, I will never forget her love and caring that accompanied me for twenty five years of my life journey. I wish you a ‘Jannah’, Mom. Allahumma firlaha warhamha wa’afiha wa'fuanha.

A special debt of gratitude goes to my sisters: Wa, Inga and Fenty for the immeasurable support given to me during my lifetime. Jazakumullah Khairan Khatsiran.

My heartfelt thanks go to Mam Hilda, who in different, but equal ways, has also contributed to my study, for her sincere care and guidance. Jazakillah Khaira.

Big thanks are addressed to my colleagues, especially for Adhot, Mba Ani, Uni Yani and Shanti. We had had great time that we spent helping each other coloring some paths of my life. Jazakumullah.

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Special dedication to:

T he Late of My Sympathetic Mother

&

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ABSTRACT

The first years of teaching career have been indisputably problematic for most of novice teachers. Not only possessing the new environment of the work place to adapt to, but also handling and maintaining adequate classroom performances are of the major issues, which in turn, some helps are assumed crucial for them. Considering the importance to overcome the matters, this study was aimed at investigating reflective teaching (RT) undertaken by a novice teacher in an attempt to improve his classroom performances. This is classroom action research (CAR), where the practice of RT was undertaken through collaborative mentoring. The novice teacher, in this case, had a joint-work with an experienced teacher. The novice teacher acted as a teacher mentee and the experienced one as the teacher mentor. In addition, this study was also aimed at acquiring opinions from both teacher mentee and teacher mentor about the implemented RT. The data were collected through questionnaires, observations, interviews & triadic and/or dyadic conferences, and document collections. They were analyzed both quantitatively and qualitatively. As the results, through the process of RT, the teacher mentee’s improved performances were identified. However, the improvement was seen only from the aspects of teacher pedagogical knowledge, and not yet explored from the aspects of the teacher content knowledge. This indicated that another further study of RT viewed from the related observed aspects of teacher content knowledge seems necessarily demanding.

Keywords: Reflective teaching (RT), mentoring, novice teacher, pedagogical content

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LIST OF CONTENTS

Title ... i

Approval Sheet ... ii

Copy Right ... iii

Declaration ... iv

Acknowledgements ... v

Abstract ... vii

Table of Contents ... viii

I. CHAPTER I : INTRODUCTION ... 1

1.1 Background ... 1

1.2 Research Questions ... 3

1.3 Research Objectives ... 3

1.4 Significances of The Study ... 3

1.5 The Scope of The Study ... 4

1.6 Definition of Key Terms ... 4

1.7 Overview of The Following Chapters... 5

II. CHAPTER II: LITERATURE REVIEW ... 6

2.1 Reflective Teaching... 6

2. 1. 1. The Definition of Reflective Teaching ... 6

2. 1. 2. The Basic Concepts of Reflective Teaching ... 8

2. 1. 3. The Stages of Reflective Teaching ... 11

2. 1. 4. The Importance of Reflective Teaching ... 12

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2. 2. 1. Mentoring ... 15

2. 2. 2. Roles of Mentor and Mentee in Mentoring Activities of Reflective Teaching ... 16

2. 2. 2. 1. Mentor ... 16

2. 2. 2. 2. Mentee ... 18

2. 2. 3. The Phases of Mentoring ... 19

2. 2. 4. The Reflective Model (Wallace, 1991) and Its Modification into Reflective Teaching with the Involvement of Mentoring Activities ... 20

2. 2. 5. Novice Language Teacher ... 22

2. 2. 6. Novice Language Teacher Characteristics from the Perspectives of Pedagogical Content Knowledge (PCK) by Shulman (1987)... 24

2. 2. 7. Looking at Language Teacher Performance ... 32

2. 3. Content/ Pedagogical Content Knowledge and the Framework of Language Teacher Classroom Performances in the Practice of Reflective Teaching: A Synthesis ... 44

2.4. Previous Study ... 45

III. CHAPTER III: METHODOLOGY ... 48

3. 1 Research Problems ... 48

3. 2 Research Design ... 47

3. 3 Site & Participants ... 50

3. 4 Context of the Present Study ... 50

3. 5. Data Collection Techniques ... 52

3. 5. 1. Data Collection Tool Matrix ... 56

3. 6. Classroom Action Research Procedures: as Modified into Reflective Teaching Cyclical Processes ... 57

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3. 8. The Results of Initial Actions ... 60

3. 9. Summary of the Results of Initial Actions ... 60

3.10 Timeline ... 65

IV. CHAPTER IV: FINDINGS & DISCUSSIONS ... 66

4. 1. Cycle 1 ... 67

4. 1. 1 Cycle 1 Phase 1 ... 67

4. 1. 1. 1 Planning ... 67

4. 1. 1. 2 Acting & Observing ... 70

4. 1. 1. 3 Reflecting ... 76

4. 1. 2 Cycle 1 Phase 2 ... 80

4. 1. 2. 1 Re-planning ... 80

4. 1. 2. 3 Reflecting ... 87

4. 2 Cycle 2 ... 90

4. 2. 1 Cycle 2 Phase 1 ... 91

4. 2. 1. 1 Re-planning ... 91

4. 2. 1. 3 Reflecting ... 97

4. 2. 2 Cycle 2 Phase 2 ... 102

4. 2. 2. 1 Re-planning ... 103

4. 2. 2. 3 Reflecting ... 110

4. 2. 2. 4 Re-planning ... 112

4. 3. Summary of Discussion of Action Research ... 113

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4. 3. 2. Summary of Discussions of Interviews and/or Triadic/Diadic

Conferences ... 115

4.4 Teacher Opinions on Reflective Teaching in Mentoring Activities ... 112

4. 6. 1. Report from Questionnaires ... 122

4. 6. 2. Report from Interview ... 125

4. 6. 3. Summary of Teacher Opinions on RT in Mentoring Activities 130 4.7. Concluding Remarks ... 131

V. CHAPTER V: CONCLUSION, LIMITATION & FUTURE IDEAS ... 133

5.1. Conclusion ... 133

5.2. Limitation ... 135

5.3. Future Ideas ... 136

REFERENCES ... 137

APPENDICES

Appendix A Program Schedule of CAR Cyclical Processes

Appendix B . INITIATING ACTION. Interview with Teacher Mentee: Teacher Mentee Teaching Strength & Weaknesses Identification (Adapted from Nicolic and Cabaj, 1999)

Appendix C The Specification Items of Novice Teacher Classroom Observation

Appendix D List of Number of Items of The Questionnaire For Classroom Observation: Based on Four Aspects Of Teacher Classroom Performances

Appendix E Teacher Evaluation Instrument

Appendix F Questionnaire for Classroom Observation

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Appendix H Checklist interview 2: Semi-structured Interview in triadic conference cycle 1 phase 1 & Cycle 1 phase 2. Teacher Mentor

Appendix I Checklist interview 3: Semi-structured Interview in triadic conference cycle 2 phase 1 & phase 2. Teacher Mentee Appendix J Checklist interview 4: Semi-structured Interview in triadic

conference cycle 2 phase 1 & phase 2. Teacher Mentor

Appendix K Questionnaire Specification on Teacher Mentee’s Perceptions toward the Implemented Reflective Teaching in Mentoring Activities

Appendix L Questionnaire on Teacher Mentee’s Perceptions toward the Implemented Reflective Teaching in Mentoring Activities

Appendix M Questionnaire on Teacher Mentor’s Perceptions toward the Implemented Reflective Teaching in Mentoring Activities

Appendix N Example of Field-notes

Appendix O Teacher Questionnaire: Videotaping Analysis. Preliminary Study

Appendix P Teacher Questionnaire: Videotaping Analysis. Cycle 1 Phase1

Appendix Q Teacher Questionnaire: Videotaping Analysis. Cycle 1 Phase2

Appendix R Teacher Questionnaire: Videotaping Analysis. Cycle 2 Phase1

Appendix S Teacher Questionnaire: Videotaping Analysis. Cycle 2 Phase 2

Appendix T Questionnaire Analysis of Teacher Perceptions on Reflective Teaching in Mentoring

Appendix U Transcription (samples)

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LIST OF TABLES

Table 3.1 . Data Collection Tool Matrix

Table 3.2 . Teacher Mentor & Teacher Mentee Evaluation Results of the Four Observed Aspects

Table 3.3 . Summary of the results of initial actions

Table 4.1 . Teacher Mentor & Teacher Mentee Evaluation Results of the Aspects of Teaching Preparation and Classroom Management

Table 4.2 . Teacher Mentor & Teacher Mentee Evaluation Results of the Aspects of Teaching Preparation and Classroom Management

Table 4.3 . Teacher Mentor & Teacher Mentee Evaluation Results of the Aspects of Teacher Student Interaction

Table 4.4 . Teacher Mentor & Teacher Mentee Evaluation Results of the Aspects of Teacher Student Interaction

Table 4.5 . Teacher Opinions on Reflective Teaching in Mentoring Activities

Table 4.6 . Evaluated aspect: Improved job awareness and professionalism

Table 4.7 . Evaluated aspect: Improved understanding of concepts about teaching

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LIST OF FIGURES

Figure 2.1 The cyclical process of Reflective Teaching

Figure 2.2 The cyclical Process of Action Research

Figure 2.3 The reflective practice model of professional education/development adopted from Wallace (1991: 49)

Figure 2.4 The modified reflective model: reflective teaching in collaborative mentoring novice and experienced teachers

Figure 2.5 Novice teacher behavior across three dimensions of practice (Hogan & Rabinowitz, 2004; Hogan & Rabinowitz, 2009)

Figure 2.6 Aspects of language teacher classroom performance

Figure 2.7 Language Teacher Classroom Performances

Figure 3.1 Cyclical AR model based on Kemmis & McTaggart (1988) as cited in Burns, 2010: 9

Figure 3.2 The cyclical process of Reflective Teaching

Figure 4.1 An outline lesson plan for one lesson session made by teacher mentee

Figure 4.2 (cont.). An outline lesson plan for one lesson session made by teacher

Figure 4.3 The detail lesson made by teacher mentee showing the instructional procedures along with the allocated time for each of the implemented activities

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CHAPTER I

INTRODUCTION

This introductory chapter presents the background of this research proposal in regards to reflective teaching in mentoring to improve novice teacher classroom performance. Besides, this chapter also provides the problem identification and the

associated research questions that this study sets out to answer.

1.1Background of the Study

The first years of teaching career have been indisputably problematic for most

of ‘novice teachers’, those who are new in experiencing teaching. Not only

possessing the new environment of the work place to adapt to, but also handling and maintaining adequate classroom performances are of the major issues. To illustrate, several facts about novice teachers with which many studies cannot deny are described below.

First, the period of the first years of teaching career is assumed not easy to be undertaken by the novices (See Angell & Garfinkel, 2002; Feimen-Nemser, 1983 as cited in Feimen-Nemser, 2001: 1027). Often times, the growing feelings of being overwhelmed by any complexities related to teaching and school are of the novices’ big concerns (Farrel, 2008: 3). Second, the issues saying that “the practice shock” (see also Achinstein & Barret, 2004: 716) or “reality shock” (Farrel, 2008: 2) ensued among the novices are very well acknowledged. Say, when attempting to apply theories into real practice, it is inevitable that the novices confront a lot of difficulties (Lindgren, 2006: 725). Third, it is also evidence that the novices mainly lack of

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Rabinowitz, 2004 & 2009; Toh et.al, 2003: 200), which in turn influences their classroom performances.

Given the situation experienced by novice teachers mentioned in the preceding paragraph, there should be any strategies that may help them to overcome their problems. One of them is reflective teaching (RT), within which the novice teachers can reflect critically on what they have done and/or taught in the classroom

(see Qing, 2009: 36; Pennington, 1992 as cited in Bailey, 1997: 4). As viewed by Navaneedhan (2011:331; Gunn, 2010: 209; Minot, 2010: 331), this RT is a type of deliberate actions by a teacher to re-evaluate critically what happened during a lesson session so that the possibility of a better teaching performance can be pursued. At this point, this RT is addressed to teacher professional development, as the consequence (Ma & Ren, 2011: 154).

There are several benefits that the novices may take from reflective teaching. They mainly have to do with teacher professionalism, such as the improvement of classroom instructional practice (see Nodhousan, 2011; 1; Farrel, 2004 as cited in Gunn, 2011; 210; Collier, 1999; 174; Calderhead, 1989; 43). Moreover, the other profound effects of reflective teaching proven from studies conducted by some researchers have revolved around “job satisfaction and teachers’ sense of self

efficacy” (Braun & Crumpler, 2004 as cited in Akbari, 2007: 1998), the teachers’

improved awareness of his/her beliefs in teaching (Farrel 2006: 77-90), the teachers’ improved teaching confidence (Sowa, 2009: 1031) and the teacher improved behaviors in becoming more initiative and responsible in their practice of teaching (Ma & Ren, 2011).

All of the RT benefits presented above have indicated the importance of the

RT itself for teacher teaching practice, but the problem is that there have been scarcely detailed studies on this particular topic, specifically the ones that outline the

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The reflective teaching that the novices undertook in this study was in accordance with the conception of a collaborative model of reflective teaching (as theorized by Wallace, 1991), wherein the mentoring took place to be the means for the teacher practitioner to do the reflection (as having been suggested by Hannesy, 2011; Harrison & Yaffe reported in Swennen & Klink, 2009: 148; Jay, 2003: 20; Fischer & Andel, 2002: 5). The classroom observation framework carried out upon

the reflective teaching process was based on Shulman conception of teacher pedagogical content knowledge (PCK) in 1978. However, not all aspects of PCK were investigated, yet this study was addressed only to teacher aspects of pedagogy.

1.2Research Questions

Based on the background above, the researcher formulates the research questions as follows.

1. How can novice teacher classroom performances be improved through reflective teaching practice in mentoring?

2. What are the teachers’ opinions (both teacher mentee and teacher mentor) toward the practice of reflective teaching they have engaged with?

1.3Research Objectives

The overarching objectives of this study are as follows:

1. To identify how reflective teaching practices can improve the novice teachers’ classroom performances.

2. To find out the teachers’ perceptions toward the practice of reflective teaching they have engaged with

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Referring to Cresswell (1994: 111; 2003: 149), the significances of the present study are therefore provided in three points of view, as described below.

1. Theoretically, this study may add empirical supports to the existing theories, literatures and scholarly research findings of reflective teaching undertaken by a novice teacher in a collaborative model of mentoring with an experienced teacher.

2. Practically, the results of this study may help to clarify the benefits of applying reflective teaching in mentoring so that more teachers can replicate this strategy in their daily teaching so as to improve their teaching practice. 3. Professionally, this study may encourage the teachers in the research site or in

the regency to apply reflective teaching practice in mentoring; and promote the social constructivist based theories in approaching the process of teacher education for any schools in the regency.

1.5The Scope of the Study

Since the present study is classroom action research, it is definitely “very much

contextual” and “situation specific” (Musthafa in Alwasilah, 2009: 298). Therefore

the findings of this study will not be generalized, but they will be limited to some particular cases of which essential characteristics are similar to the present study.

1.6The Definitions of the Key Terms

The following are several operational definitions related to some particular terminologies used in the present study.

1. Reflective teaching is an approach to teaching and to teacher education which

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teaching and the quality of their own teaching by reflecting critically on their teaching experiences (Qing, 2009: 36).

2. A Novice English Teacher is an English teacher who has completed her/his study (including the practicum) and just commenced teaching in an educational institution (Farrel as cited in Burns & Richards, 2009).

3. A reflective practitioner is the one who commits reflective practice such as a

teacher, a learner, and so on. However, in the context of this study, the reflective practitioner refers to the novice teacher.

4. Mentoring is the activities where two or more people involved working together (Bryant-Shanklin & Brumage, 2001: 44). In the context of the present study the people involved in a joint work are a novice teacher acted as the teacher mentee and an experienced teacher acted as the teacher mentor.

1.7 Overview of the Following Chapters

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Reflective Teaching To Improve Novice Teacher’s Performance (Classroom Action Research in a

Private Islamic Vocational Boarding School in Cianjur)

CHAPTER III

RESEARCH METHODOLOGY

This research methodology is aimed at providing an overview of methodological approaches and research design selected for application to a study of reflective teaching.

3.1Research Problems

In conjunction with a major concern on improving novice teacher classroom performances through reflective teaching, the problem of the present study is accordingly formulated as follows.

1. How can novice teacher classroom performances be improved through reflective teaching practice?

2. What are the teachers‟ perceptions toward the practice of reflective teaching they have engaged with?

3.2Research Design

This study used action research design. The reasons underlying the employment of this research design were based on the following considerations. First, since the present study required systematic procedures in its attempt to figure

out what needed to improve and/or to solve the problem possessed with regard to

novice teacher‟s classroom performance, classroom action research was considerably

suitable to be applied upon the context of the present study. This is in line with what has been agreed by scholars like Mills (2000 as cited in Cresswell, 2008: 597) and Fraenkel, Wallen, and Hyun (2012: 589) who postulate that action research must be aimed at seeking solutions to a problematic situation possessed by teacher(s) and subsequently giving an attempt to improve the performances of either teacher teaching or student learning. However, to relate to the context of the present study, the term problematic situation did not necessarily imply as if the teacher teaching was worse and not effective. Rather, as referred to what had been contended by

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researcher may seek for a better condition through questioning and then answering it with any developing ideas and alternatives.

Second, another consideration was relied on the practical basis of reflective teaching, in which its implementation is ensued in cyclical or spiraling process engaging the practitioner to start from collecting samples of teaching, analyzing and evaluating the samples, reflecting and interpreting the samples, planning to

generating provision and act (Pollard et. al., 2008: 18; Gebhard, 2009: 19; Carr & Kemmis, 1986 as cited in Zwosdiak-Myers in Green, 2011: 30). This so doing is aligned with the process of the conduct of action research, in which reflection is of an important act (Burns, 2010; Zwosdiak-Myers in Green, 2011: 30; Fraenkel, Wallen & Hyun, 2012: 590). In addition, Burn (ibid) addresses this action research to

the practice of „reflection-on-action‟ theorized by Schon (1983 as cited in Burn, ibid). The following figures show similarities of both cyclical process of action research and reflective teaching.

Third, the reason also relied on the consideration of the context of the present study, in which the reflective practice to be carried out was in form of collaborative

Plan

Figure 3.1. Cyclical AR model based on Kemmis & McTaggart (1988) as cited in Burns, 2010: 9

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work between the novice and experienced teacher. This was in alignment with one of the characteristics employed by action research, as reported by Fraenkel, Wallen & Hyun (2012: 591), that action research may be chiefly carried out in a joint work with other co-researcher, and/or the so-called „collaborative action research‟.

3.3Site & Participants

This study was conducted based on some particular considerations, they are as follows: (a) the accessibility to the teacher and the school in that this study was

permissible, and they readily welcome this proposal and/or study; (b) the teacher‟s

high willingness and commitment to do the reflective practice, or the so called

„voluntary-based‟.

The participant involved in this study was one novice English teacher teaching vocational school students in an Islamic boarding school in Cianjur, West Java.

However, since this reflective teaching was undertaken through the process of a mentoring program, there was also the involvement of one senior teacher acted as the more skilled person who helped and guided the teacher mentee to do reflection. The elaborated explanation on this issue is delineated on the following section.

3.4Context of the Present Study

Teacher Mentee

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novice respondents (teachers) into those who have only 1 to 3 years of teaching experience.

Referring back to „Chapter II‟ (Section 2.2.2. Roles of Mentor & Mentee in Mentoring Activities of RT), there were some roles of teacher mentee that were implemented throughout the process of mentoring. The teacher mentee was supposed

to do the following: (i) listened to teacher mentor and be open to feedback given; (ii) be proactive and involved in taking decision related to his teaching practice; (iii) engaged in critical reflection; (iv) asked questions to teacher mentor about the related topic discussion; (iv) respected and built a trust of mentor; (v) appreciated what had been contributed by teacher mentor during the mentoring processes; (iv) expressed reciprocal relationship with teacher mentor, in which the ideas for the improved changes and/or behaviors were not merely coming from teacher mentor, but teacher mentee could do so.

Teacher Mentor

Neneng (pseudonym), a female EFL teacher, has been teaching for 28 years. She spent 10 years teaching junior high school level, 10 years in senior high school level, and the rests were in elementary school and a higher education institution like Akper (Nurse Academy). Right now she is a teacher in a public senior high school in Cianjur.

Neneng holds a Bachelor Degree in English Education. She completed her Bachelor Degree in 1992, and now she is joining a master degree program in English Education in a state university in Bandung, West Java. As a teacher, Neneng has been certified and once she was awarded as “Guru Teladan Tingkat Jawa Barat” (Model Teacher in West Java).

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knowledge about teaching and any other related discussion with teacher mentee; (ii) gave emotional support and/or encouragement to teacher mentee in an attempt to help teacher mentee improve his teaching practice; (iii) became a role model for teacher mentee; (iv) observed and provided feedback on some particular tasks accomplished by teacher mentee; (v) helped teacher mentee figure out problem solving regarding the teacher mentee‟s teaching practice.

Researcher

In the context of this study, the researcher took role as the facilitator for both teacher mentee and teacher mentor to implement the reflective teaching practice in mentoring activities. The researcher organized the overall process of the project, and then recommended any opportunities that might be worth doing for teacher mentee to reflect and to manage her classroom instructional practice. However, to certain extent, it was the teacher mentor who had an authority to control the direction of the reflective process.

3.5Data Collection Techniques

In order to answer the research questions, the present study assembled more

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Considering the abovementioned theorization, the data in forms of qualitative information and of quantitative information were thus utilized. The qualitative information came from some sources, that is to say, from classroom observation, interviews (both from triadic and/ dyadic conferences) and document collection such

as teacher mentee‟s lesson plan. Meanwhile the quantitative information was derived

from some different questionnaires administered to teacher mentee, teacher mentor

and students.

Observation & Triadic and/or Diadic Conferences

For observation, videotaping which might capture the mentee teacher behaviors was carried out deliberately. The purpose was to record the sufficient and accurate verbal exchanges during the classroom instruction, which was impossible to do by the use of the notes alone (Nunan, 2009: 53; Gebhard, 2009: 20; and Burns, 2010: 70). Even, Baumfield, Hall & Wall (2009: 41) assume that video is the research tool that can yield the most comprehensive data from a context.

Only one camcorder was used. This camcorder recorded the whole lesson. During the process, there was certainly a possibility where those who were being taped, the teacher and the students, acted differently and not normally. However,

such situation did not take so long because those being taped accepted it and got used to it once the camcorder was treated as a natural part of the classroom setting (Gebhard, 2009: 20). Therefore, on the basis of this claim, the use of camcorder was not hidden. Instead, the place where the camcorder was best put was highly considered. This was supposed to anticipate the unexpected results, such as unclear view and voices and the like.

Having attained the data from videotaping, there was a technique to do the

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participants‟ comments, an interview session was somehow embedded in this

technique.

With regard to interview session, the semi-structured interview of which questions were structured and organized and yet flexible for the interviewee to answer (Fraenkel, Wallen & Hyun, 2012: 451; Burns, 2010: 75; Dawson, 2009: 28)

was carried out in a „triadic conferences‟ or else „dyadic conference‟ (see appendix

F, G, H & I). Triadic conference was addressed to one type of interview, where teacher mentee, teacher mentor and researcher were seated together to discuss a particular issue. This so doing was expected to trigger an individual participant to express ideas that come from what the others in a group said. Meanwhile, dyadic conference was carried out only between the researcher and the teacher mentor in an attempt to solicit any further information on the related issues of the preceding discussion in triadic conference.

A type of field notes (see appendix M) complementing the observation was also used in this study, in which the writings of the practical details regarding the events were recorded during the direct observation (Fraenkel, Wallen & Hyun, 2012: 512; Dawson, 2009: 110; Cresswell, 2008: 224). These notes were basically aimed at recording the events that might be missed by video-taping. Say, the unspoken thoughts and feelings of the participants could not be captured by videotaping (DuFon, 2002: 44).

Questionnaires

Besides observation, this study employed and/or administered some questionnaires both to the teachers, teacher mentor and mentee. This study comprises two kinds of questionnaires; each of which was used as the primary data of the study.

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of some possible responses determined by the researcher himself. In this case, the possible responses of the items that the researcher had composed consist of 5 rated

scales, say, „does not meet the indicator‟, „somewhat meets the indicator‟, „almost meets the indicator‟, „clearly meets the indicator‟, and „exceeds the indicator‟. This item format was the so called „a likert scale‟. This format was suitable for the

purposes of the present study, in which the desirability and attitudes of both teacher

mentor and teacher mentee toward teacher mentee‟s performances on teaching practice were acquired. This is in line with the importance of likert scale postulated by Nunan & Bailey (2009: 133).

The second, the questionnaires administered to the same respondents, teacher mentor and teacher mentee, regarding their opinion about reflective teaching in mentoring they have undertaken used 20 closed items (see appendix K). The items were clustered into 3 broad evaluated aspects. Similar to the previous one, the

responses of the items encompass 5 rated scale, say, „strongly disagree‟, „disagree‟, „somewhat agree‟, „agree‟, „strongly agree‟. The item format used in this

questionnaire was also in a likert scale (as mentioned in the preceding paragraph).

Supplementary Data

For contextualization and further data triangulation, this study employed some supplementary data, say, the data from dyadic conference between teacher mentor and researcher and/or between teacher mentee and researcher. The data were collected to acquire further information and/or confirmation from the teacher mentor on the related issues raised during the ensued cycle of classroom action research.

Document Collection

Relevant documents were also collected during the study, such as teacher

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Reflective Teaching To Improve Novice Teacher’s Performance (Classroom Action Research in a Private Islamic Vocational Boarding School in Cianjur) 3.5.1 Data Collection Tool Matrix

Questions Data source 1 Data source 2 Data Source 3

1. How can novice the RT in mentoring that had been undertaken, whether or

plans. Since the focus of the first cycle was about

teaching preparation, the lesson plans therefore became of the main sources to analyze.

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57 3.6 Classroom Action Research Procedures: as Modified into Reflective

Teaching Cyclical Processes

There were several stages that this study had set out for its implementation. The stages were started from the initial actions (the results can be seen in subsection 3.8) to the accomplishment of cycle 2 phase 2.

The initial actions were addressed to the preliminary investigation that was aimed at diagnosing the problematic issues possessed by the teacher mentee in his classroom. The conduct of this initial action consisted of several activities, such as: i) Getting permission; ii) Doing initial observation & videotaping; iii) Interviewing the teacher mentee; iv) Watching the results of videotaping; v) Administering evaluation questionnaires to teacher mentee and teacher mentor; and vii) Implementing triadic conferences between teacher mentee, teacher mentor and researcher.

Regarding the first point above, the activities of getting permission, were aimed at making sure that those being studied were not harmed. In this case, the researcher obtained the permission from the school principle; Meanwhile, the rests including the activities of doing initial observation and videotaping, Interviewing the teacher mentee, watching the results of videotaping, administering evaluation questionnaires to teacher mentee and teacher mentor; and implementing triadic conferences between teacher mentee, teacher mentor and researcher, all of them were aimed at collecting the baseline data for the initiation (see Nunan, 1992:17). The baseline data the researcher collected in the context of the present study were the identified teaching areas and/or domains at which the teacher mentee felt uncomfortable to work with, or

in other words, they included the teacher mentee‟s teaching weaknesses. In this respect, the teacher mentee‟s teaching weaknesses were viewed upon four

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58 collection for this present study initiation were explained in the subsequent subsection (see subsection 3.7).

As this study came up with the accomplishment of its cyclical processes, the conduct was consequently based on the aforementioned practical basis of action research (see chapter 3, subsection 3.2). It was started from planning, acting and observing (collecting evidence), reflecting that included the activities like analyzing,

evaluating and reflecting, and re-planning and/or making provision. Since the accomplishment of the present study consisted of two cycles, the activities in cycle 1 were therefore repeated in cycle 2 with some improvement and/or modification.

In the stage of planning, it aimed at bringing about some improvements on the matters that had been prior identified in the initial actions. In doing so, the teacher

mentee was helped and guided by teacher mentor. There was a „do list activities‟ that

the teacher mentee and teacher mentor must implement throughout the process of planning making: (i) Set out the aspects of observed behaviors to be improved by the teacher mentee; (ii) Set out the planning for different actions regarding the aforementioned observed behaviors to be improved by the teacher mentee; and (iii) Set out a lesson plan (lesson plan for cycle 1 phase 1 and 2 can be seen in the appendix W).

In the stage of acting and observing (collecting evidence), the teacher mentee put action on what was carefully planned in the preceding phase, while the researcher continued collecting the data by observing and videotaping the teacher mentee classroom teaching performances. Throughout the observation session, the researcher

monitored and took notes the changes in teacher mentee‟s practice and/or the

necessary information to answer the questions (see also Fraenkel, Wallen & Hyun,

2012: 592).

Next, in the stage of reflecting, the teacher mentee analyzed, evaluated and

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59 results of this reflection were later taken as a consideration to plan the next treatment for the next cycle and to determine whether or not the following cycle was needed. There was no need to analyze and evaluate on all aspects of classroom observation in this phase of reflection (as implemented in the stage of initial actions). Otherwise, the evaluation was addressed only to some particular observed problems and/or issues that had been decided and narrowed in the stage of the initial actions.

Next, in order to bring about improvements on the evaluated teaching aspects in the preceding phase, re-developing a plan of action was subsequently implemented.

This so doing was the so called the stage of „replanning‟. It even seemed to be a

follow up given by the teacher mentee as a response to the prior results of reflection activities. In this case, the teacher mentor somehow might still guide and help the teacher mentee.

3.7. Classroom Action Research Data Collection Analysis

As mentioned in the previous explanation, since the data obtained in this research were in forms of both quantitative and qualitative information, they were therefore analyzed both quantitatively and qualitatively. Basically, the analysis collection and the data analysis itself were conducted simultaneously along with the transcription of interviews and field notes. This so doing, according to Merriam (1998

as cited in Lin, 2005: 27) is helpful to enable the researcher to “focus and shape the

study as it proceeds”.

For the quantitative data, both the questionnaire for classroom teaching evaluation and the questionnaire for teacher mentor and teacher mentee perceptions on the RT in mentoring, they were quantified on the basis of the responses rated by the respondents. All these items were analyzed using likert scale analysis, since the item format employed „a likert scale‟ (see the previous explanation in the preceding

subsection). Meanwhile, for the questionnaires acquiring students‟ perceptions on the

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60 open questions were firstly listed into some categories. Say, the first category listed how many students answered happy with the lesson because of the teacher teaching method, the second one was because of the materials, and so on. Subsequently, they were totalized and converted into percentage.

For qualitative data, the videotaping of classroom observation and the recorded interviews from the triadic and dyadic conferences were transcribed and divided into

some segments. This so doing was supposed to ease the analysis of the verbal interaction emerged during the captured lesson session.

Following the work of Richards (2003, as cited in Burns, 2010: 113-115), there were actually four steps implemented for the verbal data analysis of classroom observation. The first is providing general characterization, where the situation and/or condition upon which the verbal interaction was being undertaken was labeled. For example, such a verbal interaction happened during the opening lesson session. The second is identifying grossly apparent features, where the obvious features were observed more closely. Say, in the opening lesson session, the teacher showed a realia and started to invite students to speak. The third is focusing in on structural elements, where the finer details of how interactions are structured and the most noticeable features are described. The last is developing a description, in which the process of describing the data was begun.

3.8 The Results of Initial Actions

The results of the initial actions mainly revealed the teacher mentee‟s weaknesses

in two domains of teaching aspects, say, teaching preparation and classroom management. They are described below.

Based on the results derived from the questionnaires, the aspects of teacher

mentee‟s teaching preparation and classroom management were assumed as the most

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61 first even though the different rated means both by teacher mentor and teacher mentee were identified. To teacher mentee, classroom preparation was the most problematic domain. The teacher mentee gave the lowest rated mean on this domain, which was to say, 3.29. Meanwhile, to teacher mentor, all of the four teaching domains seemed to be problematic, but the most crucial ones to be fixed and/or improved were addressed to teacher preparation and classroom management. Both were rated 2.12 and 2.07.

The details can be seen as follows.

Table 3.2 Teacher Mentor & Teacher Mentee Evaluation Results of the Four Observed

Mentee Preparation 3.29 Almost meets the indicators Mentor Preparation 2.12 Somewhat

meets the

Meanwhile, the evidence that was derived from the initial interview, field notes,

triadic conferences and teacher mentee‟s documented lesson plan revealed as follows.

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62 mentee‟s lesson plan. In this case, the teacher mentee was still not able to develop a lesson plan. The lesson plan he showed to researcher and teacher mentor was the one that was not his own writing, yet it was downloaded from the internet. This was in accordance with the following teacher mentee‟s confession, “… yes, I just

downloaded the lesson plan and finally found this one” (see pre-obs.tri.conf/segm.1).

As the consequence, the lesson plan was only used for administrative documentation

and was not applicable his classroom instruction.

With respect to the above mentioned downloaded lesson plan, the reason underlying this case was because of the difficulties the teacher mentee possessed in managing teaching preparation, especially in writing the lesson plan. The argument as such was stated in the pre-observation interview, as can be seen below.

“…because I have a hectic schedule..., so I forgot my preparation” (pre-obs. Intrvw/ segm.2)

As the results, from the observational data, it was found that what was implemented in the lesson session was different from what was stated in the lesson plan. The differences started from the topic being taught until the designed activities.

The teacher mentee‟s lesson plan can be seen in picture 3.1.

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63 The second matter had to do with classroom management, in which there was found five aspects of the domain that were considerably problematic. They are described below.

i) The first problematic aspect was grouping arrangement. The grouping that the teacher mentee implemented during the lesson was too large. There were only 16 students who attended the class at that time, and the teacher assigned the students to divide themselves into three groups. This was proven by the

observational data from videotaping (see pre-obs.vid/segm.1, “…This is group

one, group two and group three…”). Moreover, the evidence from triadic

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64 ii) The second problematic aspect was the grouping activities in the lesson session.

In this case, the activities did not stimulate the students to do an active engagement in the lesson, since there were only few students who appeared to be enthusiastic. The evidence was found in observational data from videotaping (see pre.obs vid/ segm. 1/ time 04:28 t 12:12).

iii) The third problematic aspect was the use of whiteboard, which was not yet

efficient. Regarding this matter, the teacher mentee‟s handwriting on the

whiteboard looked messy, confusing and not orderly written (see pre.obs vid/ segm. 1/ time at 12:15 to 12:51). As the matter of facts, according to Doff (1990: 43), the use of the whiteboard is supposed to be the aid that can make explanation clearer to students and help focus their attention as well.

iv) The fourth problematic aspect was the use of body language. To teacher mentor,

the teacher mentee‟s body language during the lesson session was still considered

not sufficient (see pre-obs.tri.conf/segm.3, “your body language Sep seems not

yet sufficient …”)

v) The last problematic aspect was still about the teacher use of body language, but

it had to do with the teacher‟s body movement. It was reported that the teacher

mentee still planted his feet on one spot only. He seldom moved farther from his desk. It seemed that the teacher was reluctant to leave his comfort zone. The evidence came from the observational data (see .pre.obs vid. transcript/ segm.1/ time 04: 32 to 11:41). As the matter of facts, teacher movement in the classroom is one of crucial indicators for teacher classroom teaching (see Danielson, 2011; Brown, 1999; Richard, 1995; Christison & Basano, 1984). Particularly, the way a teacher moves and stands, the way he/she reacts and/or responds to any events

during the lesson gives a significant effect on the degree to which the lesson is successful and/or satisfying (Harmer, 2007: 34).

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65 As identified and mentioned in the discussion of the preceding subsection, the initial actions undertaken by teacher mentee and teacher mentor had led the teacher mentee and teacher mentee to work within the following teaching domains, that is to say, teaching preparation and classroom management, as can be seen in table 3. 3.

No Teaching Domains

Results

1. Teaching preparation

The Incapability of writing and/or developing a lesson plan

2. Classroom management

The grouping arrangement that was too large

3. Classroom management

The grouping activities that did not stimulate student active engagement

4 Classroom management

The use of whiteboard that was not yet efficient

The use of body language (eg. gestures to enhance meaning) that was still lack and/or insufficient.

The use of body language (teacher movement) that was still lack, wherein the teacher planted his feet only on one spot

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66 3.10Timeline

February March April May June

Preliminary Study

Cycle 1 Phase 1

Cycle 1 Phase 2

Cycle 2 Phase 1

Cycle 2 Phase 2

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CHAPTER V

CONCLUSION, LIMITATION & FURTURE IDEAS

This chapter presents the conclusion, the limitation and the ideas for future study. It summarizes the findings and arguments in the discussion of the preceding chapters. It also depicts the pedagogic implication and the ideas for future research.

5.1 Conclusion

There are two major conclusions that can be generated from the related research questions acknowledged in the preceding chapter. The first research question is aimed at investigating how the novice teacher might create the improved changes toward his performances on the practice of classroom teaching through reflective teaching (RT) in mentoring. The second research question is

addressed to the teacher mentee and teacher mentor opinions on the implemented RT in mentoring they had undertaken. Based on previous data and discussions, some conclusions can be drawn as follows.

First, this study has shown that reflective teaching in mentoring can be one of alternatives that can be implemented by a teacher, especially a novice teacher, to achieve the so called professional competence. Say, by the RT of mentoring, the novice teacher engages in a joint work with the more experienced one, wherein the novice is supposed to be the teacher mentee, while the experienced one is the teacher mentor.

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Talking of the improvement of teaching performances presented in this study, despite some aspects that could be not resolved completely, for reasons of time, the RT in mentoring was successful in helping a novice teacher to work out in the following teaching domains: teaching preparation, classroom management and teacher-student interaction.

In terms of teaching preparation, some facts that became the evidences of the changes for improvement were the lesson plan that contained more detailed planning activities. Initially, the lesson plan the novice teacher had was the downloaded files from the internet. In time, as the mentoring activities took place, the novice teacher started produced an outline lesson plan, in which he gave a try to map his instructional classroom activities. Ultimately, after several times the RT in mentoring was implemented, the novice teacher produced a complete and detail lesson plan.

Another improved behaviors had to do with the ways the novice teacher managed the classroom. The evidences for this finding relied on the category of the ways the novice teacher managed body language, use of whiteboard, instructional procedures and student grouping.

Say, in the beginning, the novice teacher seemed to plant his feet only on one spot, the use of the whiteboard that was not efficient, until the student grouping that seemed too large. Subsequently, as the RT in mentoring process took place, the use of body language, the use of whiteboards and the student grouping were no longer problematic. The teacher had started to mingle with the students and no longer planted his feet only around his desk; his handwriting on the whiteboard had been orderly written and neat; and he no longer had students

sit in 5 or 6 people in a group, yet he had the students work in pairs.

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135

underlying the issue was that the novice teacher initiated the interaction by posing questions that required only one or two words responses of the students.

Later on, at the end of cycle 2, the evidences of improved changes emerged. Say, even though the level of the questions the novice teacher utilized in his teaching was still at recalling basic knowledge, the number he gave the

students questions was more frequent that he succeeded inviting students to have chain interaction among themselves through a discussion, and the directives he employed in his teaching were decreased and no longer overused.

Second, for the perceptions of both the novice teacher as a teacher mentee and the experienced teacher as a teacher mentor, both had had positive attitude toward the implemented RT in mentoring activities they had undertaken. To mention, it was agreed that RT in mentoring improved teacher mentee’s job awareness and professionalism and understanding of concepts about teaching, and furthermore, the mentoring activities were perceived effective and helpful for enhancing teacher mentee’s practice of reflective teaching itself.

5.2 Limitation

Apart from the conclusion above, this study has some limitations. They are related to the object of investigation, the instruments, participants and the result of the study.

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of classroom observation of this study) are assessed. The aspect of teaching presentation is not included.

Second, with regards to the instrumentation, the questionnaires of teacher evaluation performances that were administered to both teacher mentor and teacher mentee are only to assess the aspects of teacher pedagogical knowledge.

Meanwhile, from the aspects of content knowledge, say the teacher performances in teaching reading, listening, speaking and writing have not been explored yet.

Third, with regards to the participants, there was only one novice teacher investigated in this study. This novice teacher was being mentored by one experienced teacher. Involving more novice teachers and experienced teachers may strengthen the present findings. Moreover, the intervention of the other parties of the school, say the school principle and/or supervisor in monitoring the progress of the teacher being mentored, presumably enhances the quality of the process of RT in mentoring itself. The reason underlying this assumption is that the principle and/ school supervisor may promote more conducive classroom observation, wherein both teacher and students should have been obedient to the planning and/ or scheduled that had been settled before.

5.3 Future Ideas

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137

mentoring requires more time for its implementation so that the results will be thoroughgoing.

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