D BING 1107160 Appendix

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Sitti Nurfaidah, 2016

EFL PRE-SERVICE TEACHERS’ REFLECTION: A CASE STUDY IN AN INDONESIAN INSTRUCTIONAL CONTEXT

Universitas Pendidikan Indonesia| repository.upi.edu | perpustakaan.upi.edu

266 Appendix 1: Development of Levels of Reflection/Reflective Teaching

Proponents Level of Reflection Description

Van Manen (1977)

 Context-free generalizations about teaching and learning. Not connected to any specific incident from the classroom experience but rather about teaching or classroom in general (an evaluation of efficacy on action)

 Context-specific reflection about teaching and learning based on example of classroom experience. Incidents specific to

students‘ actions (on the goals and assumptions that underpin a

particular action)

 Multi-contextual. Specific incidents/actions across other teaching context (relate and question the activity as part of its wider social, political, and ethical context)

Grimmett, MacKinnon,

 Instrumental mediation of actions

(reference past experiences; teacher competency towards meeting outcomes; focus on behavior/content/skill; simple theoretical description)

 Deliberation among competing views

(look at alternative practices; choices based on knowledge and

value commitments; content related to context/students‘ needs;

analysis, clarification)  Reconstruction of experience

(addresses moral, ethical, sociopolitical issues, disciplined inquiry; individual autonomy; self-understanding)

 Providing some rationale of justification for the statement (basic)

 A self-conversation about the experience or statement mode (more analytical)

 Placing the experience within the larger socio-historical, political, or economical context of education and analyzing the teaching experience

 One‘s own personal teaching performance

 A whole range of teaching concerns, including students, curriculum, instructional strategies, rules, and organization of classroom

 One‘s own personal growth and relationship with students  The social, moral, and political dimensions of schooling

Jay and Johnson (2002)

 Reframe the matter of reflection

 Reframe the matter for reflection in light of alternative views, other perspectives, research, etc.

 Having considered the implications of the matter, established a renewed perspective

 Describes, recalls and interprets an issue/situation/experience based on own‘s perception of experience, without looking for alternative explanations, and attempts to imitate the ways one has observed or being taught

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267

Proponents Level of Reflection Description

 Reflectivity

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

changing/improving

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

breaking them up into simple ones

 The state of awareness of the causes of identified phenomena, or the explanation of the causes the discovered problems or successes

 The state when one has has enough theoretical knowledge as well as practical experience to be aware what action could be more efficient, or what changes could support educational results of a higher quality.

 The capability to formulate more general principles on the

basis of one‘s own experience with educational reality.

 Thinking about mental processes; the ability to recognize how one reacts in stressful situation he/she prefers emotions to sense; focusing especially on assessing the decisive process; self-knowledge leading to a better efficiency via

autoregualtive processes; the ability to predict certain mistakes or limits of the human mind with the aim of avoiding them or finding ways to get over them, known as self-reflection.

Kember, et al. (2008)

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

students‘ own view posed regarding the material; merely reproducing and without attempt to adapt the work of others  Essay shows evidence of understanding of a concept or topic;

source of writing is closely linked to theory; textbook- or lecture-notes-related; no personal or practical implications of the theory

 Essay links theory into praxis; involving discussion of practical situation of the theory being taught; personal insights beyond theory

 Essay gives evidence of the student‘s different perspective

over a fundamental belief or the understanding of a key concept or phenomenon; showing evidence of critical reflection

Larrivee (2008)  Pre-reflection

 Interpretation of classroom situations without consideration of other events or circumstances

 Considerations of teaching confined to tactical issues concerning ways to achieve predefined objectives and standards

 Teacher considers how practices are affecting students‘

learning and how improvements can be incorporated

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268 Appendix 2: Criteria for the Recognition of Evidence for Different Types of

Reflective Writing/Level of Reflection (cited from Hatton &

Smith, 1995, p. 19)

Descriptive writing

 Not reflective.

 Description of events that occurred/report of literature.  No attempt to provide reasons/justification for events.

Descriptive reflection

 Reflective, not only a description of events but some attempt to provide reason/justification for events or actions but in a reportive or descriptive way. eg, 'I chose this problem solving activity because I believe that students should be

active rather than passive learners'.

 Recognition of alternate viewpoints in the research and literature which are reported. eg, 'Tyler (1949), because of the assumptions on which his approach rests suggests

that the curriculum process should begin with objectives. Yinger (1979),on the other hand argues that the 'task' is the starting point.'

 Two forms:

(a) Reflection is based generally on one perspective/factor as rationale. (b) Reflection is based on the recognition of multiple factors and perspectives.

Dialogic reflection

 Demonstrates a 'stepping back' from the events/actions leading to a different level of mulling about, discourse with self and exploring the experience, events and actions using qualities of judgement and possible alternatives for explaining and

hypothesising.

 Such reflection is analytical or/and integrative of factors and perspectives and may recognise inconsistencies in attempting to provide rationales and critique, eg, 'While I had planned to use mainly written text materials I became aware very quickly that a number of students did not respond to these. Thinking about this now there may have been several reasons for this. A number of the students, while reasonably proficient in English, even though they had been NESB learners, may still have lacked some confidence in handling the level of language in the text. Alternatively a number of students may have been visual and tactile learners. In any case I found that I had to employ more concrete activities in my teaching.'

 Two forms, as in (a) and (b) above

Critical reflection

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EFL PRE-SERVICE TEACHERS’ REFLECTION: A CASE STUDY IN AN INDONESIAN INSTRUCTIONAL CONTEXT Universitas Pendidikan Indonesia| repository.upi.edu | perpustakaan.upi.edu

270 Appendix 3:

Pisova’s Stages

of Reflection Expressed by Mental Operations (2005, as cited in Syslova, 2015, p. 76)

Mental Operation Example in this Study’s Data (Reflective Teaching Journal)

Description is the objective recording of the phenomena, where the phenomenon is education reality. The basis of this is the interactions between the teacher and the child/children; however, it can be divided into partial areas such as aims, educational content, methods and forms, etc. It is a basic mental operation, the quality of which determines the quality of all the other stages of reflection. In other words if the description is not of sufficient quality there cannot be awareness of the real level of one´s own professional skills.

Pada pertemuan ketiga, saya mengajar mata pelajaran reading. Pertama saya masuk, sekitar 5 menit saya mereview pelajaran sebelumnya tentang expression of happiness, dan mereka sudah mulai mengerti tentang itu. Setelah itu, saya mulai pada topik baru hari itu tentang procedure text. Tetapi sebelum saya mengulasnya lebih jauh, saya membrainstorming dengan bertanya kepada mereka terlebih dahulu bahwa apakah mereka sudah pernah belajar tentang jenis-jenis text sebelumnya, dan ternyata sudah ada sebagian text yang mereka sudah tahu. Kemudian saya menuliskan beberapa macam text yang ada dalam bahasa Inggris. Setelah itu, saya menjelaskan tentang apa itu yang dimaksud dengan procedure text dan semua yang berkaitan dengan topik.

Analysis means analysing and researching more complex realities by breaking them up into more simple ones. It is the ability to divide educational reality into simple parts,

e.g. using questions like: ―What did I do and why? How did the child/children react?

What was the situation about? What was the aim of the situation? etc.‖ There is an assumption regarding the ability to identify (describe) unambiguous facts.

Dalam proses pembelajaran memang masih agak didominasi oleh saya. Kenapa? Karena ketika saya meminta mereka berkelompok untuk diskusi, mereka masih banyak bertanya ke saya tentang apa yang dibahas dalam teks tersebut. Mereka belum memiliki kesadaran tentang baiknya apabila berdiskusi bersama temannya. Mereka lebih yakin bahwa hal yang benar ada pada saya. Tapi tetap saya membantu mereka dengan memberikan bimbingan dengan berkeliling untuk menengok tiap kelompok dan meminta mereka bertanya apa yang tidak mereka pahami. Evaluation is the state of one´s being aware of the causes of the identified phenomena,

or it is the explanation of the causes of the discovered problems or successes. Evaluation is the sign of understanding the educational reality, which presupposes extensive theoretical knowledge as well as personal capabilities enabling the person to be sincere to themselves. It means that the evaluated person takes a position regarding themselves — either positive or negative, looking for the answer to the question

―Why?‖ For example, Why did I act this way? Why did the children react that way?

Interaksi di dalam kelas menurut saya sudah baik karena siswa banyak bertanya kepada saya. Saya sangat senang tentang hal itu berarti mereka mau belajar dan menyukai pembelajaran saya.

OR

Saya ingin sekali melihat guru bahasa Inggrisnya mengajar di kelas sebelum saya menggantikannya mengajar tapi sayangnya gurunya tidak mau diobservasi jadi pada pengajaran saya yang pertama ini, tidak ada yang bisa saya banggakan dan yang paling membuat saya merasa buruk adalah hasil tulisan saya di papan tulis sangat jelek dan berantakan. Saya juga tidak yakin apa mereka mengerti dengan materi yang saya bawakan atau tidak.

Proposing alternative procedures presupposes that the teacher has managed the previous levels of mental operations and that he/she has had enough theoretical knowledge as well as practical experience to be aware what action could be more efficient, or what changes could support educational results of a higher quality.

Untuk pengajaran saya selanjutnya, pertama-tama saya berencana memberikan game lagi dengan catatan game yang benar-benar menuntut mereka semua untuk aktif. Khawatirnya kalau ada yang pasif lagi mereka hanya akan mondar-mandir dan tidak memperhatikan. Dan kedua, saya berencana akan meminta teman saya mengamati saya ketika mengajar kemudian dia bisa memberikan saya masukan yang positif mengenai pengajaran di kelas. Generalisationin its basis a confrontation of one‘s own opinions with the opinions of

experts, e.g. authors of professional texts or university teachers. In other words generalisation can be also designated as a capability to formulate more general

principles on the basis of one‘s own experience with educational reality.

Sesudah menjelaskan lebih jauh, saya memperlihatkan kepada siswa tentang contoh procedure text. Untuk dijadikan contoh saya tidak mengambilnya di dalam buku yang diberikan dari sekolah karena saya merasa bahwa contoh di dalam buku tersebut akan menyusahkan siswa untuk memahaminya terutama dari segi makna. Akhirnya, setelah saya pikir-pikir saya berikan saja mereka contoh yang sering mereka dengar atau mereka lakukan di rumah, seperti bagaimana cara memasak nasi, atau bagaimana cara membuat teh.

Metacognition is thinking about mental processes. It is also the ability to recognise how we react in stressful situations; where we prefer emotions to sense. Metacognition focuses especially on assessing the decisive processes, which means that the teacher is learning via this mental operation how he/she solves problems, reacts and decides. This self-knowledge leads to a better efficiency via auto regulative processes. Metacognition could also be described as an ability to predict certain mistakes and limits of the human mind with the aim of avoiding them or finding ways to get over them. It can be referred to as self-reflection.

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271 Appendix 4:

This Study’s

Modified Version of Level of Reflection as Adapted from

Hatton & Smith’s (1995) and Pisova’s (2005

, as

cited in Syslova, 2015) Frameworks

Level of Reflection Description of Category Sample of Reflective Thought Unit (RTU)

Descriptive Reflection:

 Low Level (L1) Description of

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

RTU #1: Another problem I faced in the classroom was when I was presenting my teaching material, the In-focus suddenly was in trouble and I couldn’t go further with my explanation in detail and clearly.

[Note:RTU #1 contains simple justification for the phenomenon took place in the class during teaching and learning process.]

 High Level (L2) Description of

phenomenon/phenomena with more complex

justification/reasoning and presented in descriptive way.

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

[Note:RTU #2 contains more complex reasoning for the teaching and learning process which took place in the classroom.]

 Transition Level (TL)

Description of

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

RTU #3: In my teaching, at first I thought Oh, teaching a small class and quiet class is fun. My second teaching was speaking and still the continuation of the first meeting about expressing satisfaction and dissatisfaction.

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272

Dialogic Reflection:

 Low Level (L3): Mental realization about phenomenon/phenomena or evaluating the

phenomenon/phenomenausing qualities of simple

judgement/analysis/reasoning (containing description and/or analysis, and simple evaluation).

RTU #1: It was my first teaching at class XI IPA2 on Tuesdays. I was really nervous because I left home early in the morning with intention to accompany my teaching partner at class XI IPS2 as she was scheduled to teach at 7 a.m to 8.30 a.m. and I was scheduled to teach at the second session at XI IPA2. But because of the class was not attended by the shceduled teacher, I was asked by the English teacher to teach in the class. Actually I was very nervous ever since the commencement day of our field teaching.

[Note: RTU #1 contains an evaluation about PST‘s anxiety towards her first day of teaching. The mental realization I was really nervous is then followed by justification].

RTU #2: Tetapi saat saya masuk kelas, saya menarik napas panjang. Setelah saya mengucapkan salam saya coba menjalankan rencana pengajaran seperti yang saya sudah siapkan. Awalnya berjalan lancar. Mereka cukup tenang mendengarkan penjelasan materi, saking tenangnya saya jadi bicara sendiri karena mereka tidak merespon sama sekali. Akhirnya untuk mengurangi ketegangan, saya mulai bercanda dan mereka mulai berani tersenyum bahkan ada yang tertawa keras dan mereka juga mulai berani bertanya.

[Note: RTU #2 indicates an evaluation about PST‘s way to deal with anxiety in the classroom. It was begun by some descriptions of phenomena then followed by PST‘s realization of how awkward the situation was and then wrapped up by a description of how the PST handled such situation].

 Moderate Level (L4):

Mental realization about phenomenon/phenomena or evaluating the

phenomenon/phenomenausing qualities of more complex judgement/analysis/reasoning (containing more complex analysis and evaluation).

RTU #3:Considering the lesson plan, I felt it didn’t go as I planned before since whenever I asked them to do something like understanding passages, writing, or speaking, they just kept silence. While in fact, before asking them to write or speak, I have provided them with explanation and sufficient examples using media. I found out that they are having trouble with grammar. For example, out of the two sentences I asked them to make, none of them was correct. At last, I ended up explaining grammar rather than focusing on what I have planned before. So, my lesson plan didn’t work at all.

[Note: RTU #3 contains evaluation about the lesson plan that the PST implemented in the classroom. The evaluative phrase ’I felt it didn’t go as I planned before’is then followed by a course of reasoning and justification].

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273

berantakan. Saya juga tidak yakin apa mereka mengerti dengan materi yang saya bawakan atau tidak.

[Note: RTU #4 contains evaluation about the PST‘s performance on her first teaching time. It contains integrative factors of evaluation: her wish to observe the mentor teacher was not fulfilled leading her to teach without model in mind; besides, she felt bad about her board management and she was doubt about the students‘ comprehension on the delivered material].

 High Level (L5) Mental realization about phenomenon/phenomena or evaluating the

phenomenon/phenomenausing qualities of more integrative analysis and evaluation (containing alternative, generalization and/or metacognition).

RTU #5: Saya mulai bertanya tentang kesulitan mereka dalam belajar bahasa Inggris dengan cara menuliskan lima alasan kenapa bahasa Inggris sangat sulit dipelajari dan saya berharap agar mereka mau sharing tentang kesulitan selama belajar bahasa Inggris. Alhamdulilah… setelah saya menjelaskan panjang lebar mengenai bahasa Inggris, mereka mulai mengungkapkan masalah yang mereka alami. Sebagian besar dari mereka mengalami kesulitan dalam grammar dan sangat kurang kosakatanya sehingga mereka tidak bisa speaking, writing, listening dan

bahkan reading karena tidak bisa memahami isi bacaan jadi memang serba sulit kemudian

mereka juga menambahkan bahwa guru bahasa Inggrisnya selama ini tidak peduli apakah mereka mengerti atau tidak tapi materi lanjut terus. Dan mereka juga mengatakan kalau saya terlalu cepat menjelaskan padahal selama ini ketika saya bertanya apakah saya terlalu cepat bicara atau tidak mereka hanya mengatakan sudah bagus Bu!

[Note: RTU #5 demonstrates PST‘s evaluation about the root of students‘ problem. This RTU covers an integrative analysis and evaluation].

RTU #6: After the third meeting, I started to feel a bit annoyed since it seems that the students don’t know or perhaps they don’t want to appreciate what I have done for their class so far; from preparing and making teaching media, preparing teaching materials and explaining in front of the class until my mouth went dry. But now, as I’m reflecting it, I start to think about many things like: (a) the ways to make them understand the material I’m delivering to them because as far as I’m concerned they still don’t get whatever I deliver to them, (b) the ways to make them want to do the tasks that I assign them to do, or (c) maybe they’re bored with the way I teach since I always use teaching media which I put on the whiteboard and pair work technique.

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

Classroom Contexts

Researcher/Year

Course Participant & Setting Instruments

Unit Length No. of PST Setting RTJ Questionnaires Interviews Others

Nurlaelawati (2015) TEYL NA 35 Campus   - Pre-video analysis

Mustaqima (2013) TEYL; Practicum (at school) 1 semester 35 Campus, School  - - Observation

Kuswandono (2014) Micro Teaching 1 semester 13 Campus    Autobiography, FGD

Palupi (2011) Micro Teaching 14 weeks 12 Campus  - - Video analysis

Astika (2014) Practicum (at school) 3 months 40 School  - - Group reflection

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275 Appendix 6: Summary of Comparison of Empirical Studies on Reflective Teaching Practice Conducted during Practicum at School

with ELT PSTs as Participants

In particular, the empirical studies on reflective teaching practice in ELT education setting pertaining to PSTs assigned to teach in real

Indonesian classroom contexts so far are only two studies published on a peer-reviewed journal as summarized in the following table. The

table also includes this study as the comparison.

Researcher/Year Astika (2014) Ragawanti (2015) This Study

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

 To identify classroom management problems of student-teachers as revealed in their reflective journal entries

 To demonstrate how such journal can help them develop their classroom management skill

 To investigate the elements of being reflective practitioners realized by the Indonesian EFL pre-service teachers during their field teaching practice

 To discover the levels of reflection of the Indonesian EFL pre-service teachers as revealed in their reflections during their field teaching practice

 To find out the concerns or issues relative to teachers‘ knowledge which prompt the Indonesian EFL pre-service teachers to reflect during their field teaching practice

Course:

 Unit Practicum (8 secondary schools: JHS & SHS) Practicum (1 JHS) Practicum (1 JHS, 1 SHS)

 Length 3 months 3 months 45 school-days

 Teaching times NA 6 times 8 times

Participants 40 (13 males, 22 females) 10 4 (all females)

Mentor Teacher NA 3 3

Teacher Supervisor NA 1 2

Research Design Qualitative Qualitative Qualitative (Case Study)

Instruments:

 Reflective Teaching Journal Yes Yes Yes

 Group Reflection Yes No No

 Observation No No Yes

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276

Researcher/Year Astika (2014) Ragawanti (2015) This Study

 Stimulated Recall No No Yes

 Interview No No Yes

Procedure

 Reflective Teaching Journal  PSTs studied the Teaching Practicum Handbook which instructed them to write teaching reflection about 500 – 600 words  Reflection should contain description of

experiences in designing materials, lesson plans, classroom activities, and class management, also other issues encountered during practicum or relevant ideas from literature in language teaching and learning

 PSTs were required to write a narrative journal every time they finish teaching  The subjects were required to write a

journal and submit it soon after they had finished teaching.

 After all journals were collected, the data were analyzed by scrutinizing problems related to classroom management.

 Total entries were 60 journal entries

 PSTs were required a reflective teaching journal on weekly basis based on the

guidelines given before the teaching practicum commenced

 The PSTs were given word format of the journal and they used the format in writing their journals which then sent via email to the researcher

 Total entries collected at the end of practicum program were 26 entries

Data Analysis  First, using Nvivo software program to do coding on the PSTs‘ teaching reflection for 4 domains (personal, interpersonal, contextual, critical) using Smyth‘s (2011) framework.  Next, classifying the coded texts belonging

to the same category.

 Last, recording important information gathered in tables for interpretation.

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

 The received journal entries were analyzed while collecting the other data (ongoing analysis)

 For identifying the elements of reflection, data collected were analyzed using Dewey‘s (1933) analytical framework and examples of

categories from Loughran (1996)

 For identifying the levels of reflection, data collected were analyzed using modified level of reflection (based on Hatton & Simth, 1995; and Pisova, 2005) analytical framework in analyzing reflective writing

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277 Appendix 7: Reflective Teaching Journal Guideline and Examples of

Reflective Teaching Journal

This reflective teaching journal guideline aims to engage you in the process of

reflecting upon your teaching and ‗the assumptions underlying your classroom

practices

‘

. This journal writing can serve as a valuable learning device, and often

helps to answer questions or to identify solutions.

By keeping a reflective teaching journal, in which you regularly record your

reflections and reactions to issues which occur in your EFL teaching, you will be

able to explore information and thoughts which may not be accessible in other

ways. By later reviewing what was written, things which may not have been

obvious when they were recorded may become apparent.

How to reflect:

Reflect about a lesson at least twice a week. Put aside five to ten

minutes after a lesson you have taught and write your impressions of the lesson.

Use the questions below to guide you but do not try to answer all of them.

You may also write about other aspects of the lesson if you wish. After each

journal entry, pose two or three questions about what you have written.

Reflection Questions

Questions about your teaching:

1. What did you set out to teach/What was your goal?

2. Were you able to accomplish your goal?

3. What teaching materials did you use?

4. How effective were they?

5. What techniques did you use?

6. What grouping arrangements did you use?

7. Was your lesson teacher-dominated?

8. What kind of teacher-student interaction occurred?

9. Did anything amusing or unusual occur?

10. Did you have any problems with the lesson?

11. Did you do anything differently from usual?

12. What kinds of decision making did you employ?

13. Did you depart from your lesson plan? If so, why?

14. Did the change make things better or worse?

15. What was the main accomplishment of the lesson?

16. Which parts of the lesson were most successful?

17. Which were least successful?

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278

21. What changes do you think you should make in your teaching?

Questions about the students:

1. Did you teach all your students today?

2. Did students contribute actively to the lesson?

3. How did they respond to different students‘ needs?

4. Were they challenged by the lesson?

5. What do you think students really learned from the lesson?

6. What did they like most about it?

7. What didn‘t they respond well to?

Reflect about yourself as a language teacher from time to time, e.g. once a

fortnight. Try to reflect on your professional development. You may use these

questions to guide you as well as other questions of your own.

Questions about yourself as a language teacher:

1. What is the source of my ideas about language teaching?

2. Where am I in my professional development?

3. How am I developing as a language teacher?

4. What are my strengths as a language teacher?

5. What are my limitations at present?

6. Are there any contradictions in my teaching?

7. How can I improve my language teaching?

8. How am I helping my students?

9. What satisfaction does language teaching give me?

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279 Example #1: Reflective EFL Teaching Journal (this example of interactive

decisions describes both the problem the teacher identified and the decision he or

she made as a consequence)

In my reading class, after assigning a reading passage I had planned a short

group discussion to prepare students for a writing task in response to the reading.

However, when students began the group discussion task, I noticed that this

generated a great deal of interest and a high degree of individual student

participation. So, I decided to extend and develop the group discussion activity

and drop the written task which had originally been planned as a major focus of

the lesson.

In my listening/speaking class, I had included a dictation in my lesson plan. I had

also planned to give students a listening practice of an authentic conversation.

But halfway through the lesson I realized the dictation had little to do with

developing oral fluency for my students. so I decided to drop the dictation so that

I could spend more time with the authentic listening to expose my students to

genuine communication.

Yesterday I wanted my students to brainstorm ideas before writing their essays.

Originally, I planned to have them work individually, and make a list of ideas on

their own. However, after a few minutes I realized students were having trouble

thinking of ideas by themselves and were very unproductive. So I stopped the class

and then asked them if they would rather work in pairs or small groups. The

students responded that working in small groups would be much better, and so I

asked them to rearrange their chairs into groups.

Example #2: Reflective EFL Teaching Journal (the following is an example of an

edited teaching journal from an EFL Grammar class in Korea. The vignette

outlines the sequence of events that happened at the beginning of the class)

We (the class and myself) went over the grammar exercises (articles

a, and,

and

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280 then correcting that mistake. I hope they will use this system in their peer-editing

of compositions too.

After about 10 minutes in which I was going around the class asking the students

for their answers, I noticed that many of them had not done their homework. I was

very disappointed because I had spent a long time preparing this homework sheet

(handout) and I had thought long and hard about how I wanted to teach articles

to these students because of the quantity of mistakes in their written and oral

work. I felt really annoyed that these students did not appreciate the work I was

doing for them or the fact that they were not motivated enough to correct their

misuse of the articles in their writing and speaking. This never really happened in

any of my classes before.

At this stage I can’t really say that I came up with any clear solution to the

problem. Was it that they were just not motivated to study grammar or articles in

particular? Was this the reason they all did not complete their homework

assignment? Or was it because they did not know how to complete the

assignment? Maybe they are not used to this sort of grammar assignment (first

find the mistake and then correct it). Maybe it is because they were used to

fill-in-the-blank-style exercises? I think I should have explained this type of grammar

exercises in more detail and shown them why it is very useful for their grammar

development. I still wonder what the underlying cause is for their resistance.

Example #3: Reflective EFL Teaching Journal (the following vignette is an

example of how a recently qualified

—

nonnative English speaker

—

teacher of

EFL, who was teaching English conversation classes in Korea for the first time,

asked one of his peers

—

also a newly qualified native speaker of English

—

to

observe him teach a series of lessons. However, he wanted her to focus

specifically on interactions (teacher-to-student and student-to-student) in his

classroom as he was unsure of what was happening. After the first two classroom

observations, the observer noted that not all the students participated equally

during group (student-to student) work and that only certain students were

involved when volunteering answers in whole-class discussions. After the

discussions with the observer, the teacher came up with the following change,

explained in his own words.)

Maybe I should ask students to form groups of four and ask them to tally their

group’s responses and ask each group to present their anal

ysis. I will give each

member a task such as group leader, group timekeeper, reporter, and secretary. I

read this somewhere, and I think this could involve more participation from the

students, rather than me doing the tallying, which became monotonous after a

(16)

281 (The teacher decided that he would like to learn from this discovery, so he asked

the observer to observe him again to see if he was successful in implementing his

new approach to group work. The beginning teacher commented on the outcome

as below)

I saw a big difference in my classroom interactions when I asked them to form

groups of four and gave each member a role in the group. They really got

involved in the discussions as did the whole class. No one member of each group

dominated the conversation and no one member was silent

—

all seemed happy

with their assigned roles and duties. The peer-observation process really worked

well for me, and I am happy I was able to ask another teacher whom I trust,

because she is relatively new to teaching as well.

Example #4: Reflective EFL Teaching Journal (this following vignette from an

American teacher is an example of a critical incident

—

an unplanned and

unanticipated event that occurs during a lesson and that serves to trigger insights

about some aspect of teaching and learning

—that occurred during a teacher‘s

class)

One day when I was teaching I realized that when I ask EFL students questions, I

am actually asking them to perform a complicated task. It was when I was

teaching a class and a student misspelled the word

promote

during a dictation

exercise. After he corrected it, I asked him if he understood the word. He said he

knew the word, but he couldn’t hear it in the sentence that I

had just read. This

experience showed me again the listening to directions is not an easy task for an

EFL student. That day after that incident and after I had written it in my journal, I

realized that when I ask for an understanding response from my EFL students, I

am asking them to do much more than just give an understanding response. I now

realize that my EFL students must go through three steps, not just one step, to

give an answer in a language that is foreign to them. First, they must listen and

understand the language. Next, after they perform the first task of listening, they

must understand the directions for the activity, or how to do the activity. Finally,

they must choose and organize the appropriate words in the foreign language to

express the understanding response

—

really more complicated than I had

imagined.

(17)

282 Appendix 8: Word Format of Reflective Teaching Journal

Jurnal Mengajar

[Silakan diisi dengan

teaching reflection

berdasarkan petunjuk yang telah

(18)

283 Appendix 9: Stimulated Recall Guideline

Kegiatan ini dimaksudkan untuk membantu saya mempelajari dan memahami apa

yang terlintas di benak anda ketika anda sedang mengajar. Saya telah mendengar

apa yang anda katakan dan menyaksikan apa yang anda lakukan selama di kelas,

tetapi saya tidak tahu apa yang sedang anda pikirkan saat itu. Oleh karena itu,

saya ingin anda memberitahu saya apa yang ada di benak anda ketika anda sedang

mengajar.

Kita akan melihat kembali rekaman mengajar anda guna membantu anda dalam

mengingat kembali pikiran-pikiran anda yang terlintas selama proses mengajar

berlangsung. Saya akan memutar rekaman ini di

laptop

dan menaruhnya di depan

kita berdua sehingga anda juga bisa menghentikan sementara kapan saja anda

ingin mengatakan apa yang sedang anda pikirkan saat itu kepada saya, dan saya

juga akan menekan tombol

pause

jika saya punya pertanyaan tentang

bagian-bagian rekaman mengajar tersebut. Jangan ragu-

ragu untuk mengatakan ―Saya

tidak tahu‖ jika anda tidak dapat mengingat apa yang anda pikirkan saat itu atau

alasan mengapa anda melakukan sesuatu sebab keberadaan saya di sini bukan

untuk mengevaluasi pengajaran anda.

Contoh Pertanyaan Lanjutan

1. Bisakah anda menjelaskan secara singkat rencana anda dalam pelajaran ini?

Apa tujuan dari pelajaran ini?

2. Kesulitan apa yang anda harapkan akan ditemui siswa selama anda membuat

Rencana Pengajaran?

3. Ceritakan pada saya apa yang menurut anda didapatkan siswa dari unit

pelajaran ini?

4. Bagaimana menurut anda unit ini berlangsung?

5. Jika anda hendak mengajarkan unit ini lagi, bagaimana anda mengubahnya?

6. Bagaimana anda mengubah unit pelajaran ini jika anda mengajar kelompok

(19)

284 Appendix 10: Interview Guideline

Q1: Apakah anda biasa menulis

diary

? Sejak kapan? Apakah hal tersebut

menjadi kebiasaan?

Q2: Pernahkah anda mencatat hal-hal tentang pengajaran anda atau sekedar

mengingatnya saja?

Q3: Pernahkah anda diperkenalkan atau diajarkan tentang pengajaran reflektif?

Siapa yang perkenalkan?

Q4: Apakah anda senang selama menulis jurnal mengajar? Mengapa? Apakah itu

menjadi suatu beban atau tidak?

Q5: Apakah jurnal mengajar yang anda buat itu membantu anda dalam proses

belajar mengajar yang berikutnya?

Q6: Apakah menulis jurnal membantu anda dalam membantu mengidentifikasi

siapa yang akan diajar? Apakah juga termasuk membantu anda dalam

pembuatan RPP atau dalam menentukan langkah-langkah apa yang

diajarkan?

Q7: Lalu, apakah jurnal ini juga bisa membantu memenuhi tujuan pembelajaran

yang sudah ditetapkan dalam RPP? Dengan cara bagaimana?

Q8: Apakah jurnal bisa membantu anda untuk menilai apa yang sudah dipelajari

selama kuliah dengan apa yang dipraktekkan? Apakah sinkron apa yang

dipelajari dengan yang dipraktekkan? Apakah ternyata banyak benturannya?

Q9: Apakah jurnal tersebut bisa membantu mengevaluasi alat bantu pengajaran

atau media yang anda akan pakai? Dengan cara bagaimana?

Q10: Apakah jurnal tersebut bisa juga membantu mengevaluasi apakah kegiatan

tersebut berjalan dengan baik atau tidak? Dengan cara bagaimana?

Q11: Apakah juga jurnal tersebut bisa mengevaluasi hubungan anda dengan

siswa? Misalnya anda bisa membangun kedekatan dengan mereka atau

tidak.

Q12: Apakah jurnal tersebut juga bisa dipakai untuk mengevaluasi metode

penyelesaian masalah yang anda temukan dalam proses belajar mengajar?

Dengan cara bagaimana?

(20)

285 Q14: Bagaimana dengan aspek kegagalan?

Q15: Apakah dalam jurnal tersebut anda bisa mengidentifikasi aspek-aspek baru?

Seperti apa?

Q16: Selama anda mengajar, apakah anda melihat bahwa kebutuhan siswa itu

berbeda-beda? Dan apakah jurnal bisa membantu anda mengidentifikasi hal

tersebut? Dengan cara bagaimana?

Q17: Bagian mana yang anda tidak suka pada saat menulis jurnal? Mengapa?

Prosentase anda merasa nyaman itu berapa persen atau tidak nyaman berapa

persen?

Q18: Jika diberi pilihan, refleksi ini kan macam-macam modelnya. Salah satunya

menulis. Ada juga refleksi melalui bincang-bincang seperti ini. Atau bisa

juga melalui kelompok, atau tanpa mentor tapi kalian-kalian yang sebaya.

Anda akan memilih yang mana? Mengapa?

Q20: Apakah sebelumnya anda pernah mengajar?

Q21: Jadi menurut anda mengajar bahasa Inggris itu sulit atau tidak?

Q22: Jika misalnya anda seorang dosen, bagaimana anda mendisain mata kuliah

yang dibutuhkan untuk menyiapkan seorang guru bahasa Inggris?

Q23: Di masa depan nanti, setelah tamat, apakah anda bisa melihat diri anda tetap

sebagai guru bahasa Inggris atau mungkin saja menjalani profesi yang lain?

Q24: Pada saat anda mengajar yang di video pertama itu, apakah anda merasa

sangat terlibat dengan apa yang terjadi di dalam kelas? Atau anda merasa

tidak sepenuhnya jiwa saya berada di dalam kelas?

Q25: Pada saat di pertemuan tersebut, tindakan apa yang mereka lakukan yang

anda anggap bisa mendukung pengajaran anda? Tindakan positif apa yang

mereka lakukan?

(21)

286

Appendix 11 : Sample of PSTs’

Reflective Teaching Journals

PST : #1

Journal : #1

Code : RTJ-PST1_Entry#1

Pada hari Jumat tanggal 20 September 2013, kami mahasiswa PPL II

program studi Pendidikan Bahasa Inggris, FKIP, UMK diserahterimakan ke

sekolah tempat kami akan melakukan latihan mengajar secara nyata dalam hal ini

Program Pengalaman Lapangan. Saya dan delapan teman lainnya mendapatkan

tempat PPL di SMU Muhammadiyah Kendari yang berlokasi di samping kampus

kami tercinta Universitas Muhammadiyah Kendari. Saya senang karena tempat

PPL saya tidak begitu jauh. Walaupun demikian SMU ini memiliki satu lokasi

lagi yaitu di Kota Lama, yang membuat saya bingung dalam hal membagi tugas

mengajar bersama teman-teman lainnya. Pada saat kami melakukan pertemuan

serah terima mahasiswa PPL di SMU Muhammadiyah Kendari, kami didampingi

oleh Bapak Awaludin. Ada beberapa kesalahan pada saat kami diterima oleh

pihak sekolah. Ini terjadi karena mungkin kelalaian kordinator kami yang belum

mengetahuinya. Pihak sekolah tidak mendapatkan SK sebelumnya dari kampus

sehingga membuat kita seolah-olah ilegal ketika akan PPL di situ. Tapi akhirnya

kami langsung meminta SK dari kampus dan segera memberikannya kepada

Kepsek dan dua guru pamong kami. Menurut saya ini pengalaman yang tak

terlupakan.

(22)

287 apa maksud dari buku itu. Selanjutnya guru meminta siswa mengerjakan soal-soal

yang ada di dalam LKS yang berhubungan dengan materi yang sementara

diajarkan dan kemudian mereka menjawab secara bersama. Pada akhir

pembelajaran guru memberikan tugas kepada siswa.

PST : #2

Journal : #3

Code

: RTJ-PST2_Entry#3

Pada pengajaran saya yang ketiga ini adalah writing dimana mereka harus

bisa menulis

text

berbentuk

report

. Saya menggunakan media yang di dalamnya

sudah ada contoh teks

report

. Salah satu dari rencana pengajaranku adalah

meminta mereka untuk mengidentifikasi

subject

dan kata kerja dalam

text

tesebut

kemudian menulis kosakata baru yang belum diketahui artinya. Selagi

mengerjakan tugas, tiba-tiba ada siswa yang bicara

‖

Bu, semua kata yang ada

dalam teks tidak ada yang kita tahu artinya! Jadi harus kita tulis semuanya

kosakatanya?‖

Saya kaget! Kemudian saya meminta mereka untuk cari di kamus

artinya tapi karena hanya satu orang yang bawa kamus jadi mereka meminta saya

men

translate

semua teksnya. Saya merasa sangat marah!

Setelah pengajaran saya yang ketiga ini, saya sudah mulai merasa sedikit

jengkel karena sepertinya mereka tidak tahu atau mungkin tidak mau menghargai

usaha yang sudah saya lakukan mulai dari membuat media, menyiapkan materi

dan menjelaskan di depan sampai kering tenggorokanku. Tapi saat itu juga saya

mulai memikirkan banyak hal diantaranya: (a) bagaimana caranya agar mereka

mengerti materi yang saya sampaikan karena saya menjelaskan juga sampai

berbusa-busa mulut mereka tidak mengerti-mengerti juga, (b) bagaimana caranya

agar mereka mau melakukan kegiatan yang saya berikan, atau (c) mungkin

mereka bosan dengan cara mengajarku yang hanya menggunakan media manual

yang di tempel dan tehnik

pair work

. Dari permasalahan ini, saya masih bingung

untuk pengajaran selanjutnya mengingat kondisi kelasnya tidak memungkinkan

kita menggunakan media elektronik karena listriknya rusak. Oh Tuhan!

Berhubung saya belum punya ide untuk pengajaran selanjutnya saya berencana

(23)

288 PST : #3

Journal : #4

Code

: RTJ-PST3_Entry#4

Pertemuan yang ketiga yang saya ajarkan adalah

speaking

. Topik

pengajaran saya adalah

expression of satisfaction and dissatisfaction

. Di kelas

saya ini, saya menugaskan siswa saya untuk maju ke depan secara berpasangan

untuk membaca dialog dengan

hand out

yang telah diberikan sebelumnya. Tapi

sebelumnya saya telah jelaskan dulu penggunaan

expression

tersebut baik dalam

situasi formal dan informal. Hampir semua yang naik membaca

pronunciation

nya

sangat hancur. Saya mendengar misalnya ada yang mengucapkan kata

there

yang

seharusnya dibaca

there

tetapi siswa tersebut mengatakan

three

dan masih banyak

lagi kata lain yang mereka ubah penyebutannya. Setelah saya menugaskan

mereka, saya menyuruh mereka untuk

pronounce

sama-sama dan membenarkan

kata-kata yang penyebutannya salah.

(24)

289 PST : #4

Journal : #2

Code

: RTJ-PST4_Entry#2

Berikutnya, pada pertemuan yang keempat saya masih mengajarkan mata

pelajaran yang sama dan materi yang sama pula. Saya tidak mengajar seluruh

siswa pada hari itu, saya sempat berpikir bahwa apakah mereka tidak senang

dengan saya atau pengajaran saya. Tapi katanya teman-temannya sudah begitu

sifatnya, bukan hanya sama saya tetapi sama guru lain juga begitu. Kemarin saya

tidak begitu banyak menjelaskan. Saya cuma bertanya kepada mereka tentang

pelajaran yang kemarinnya dan mereka sudah tahu. Mulai dari pengertian tentang

procedure text

itu sendiri,

generic structure

dan yang lain-lainnya. Kemudian saya

membagikan kepada mereka bacaan mengenai materi pada hari itu (

handout),

dan

selanjutnya saya meminta kepada siswa (satu persatu) untuk latihan membaca

dalam bahasa Inggris karena pada pertemuan yang ketiga saya belum

mencobanya. Saya mendekati mereka satu persatu untuk memandu atau

membantu mereka membaca. Dan ternyata mereka sangat kesusahan ketika

membaca yang berbahasa Inggris.

(25)

290 Sebelum saya menyimpulkan materi pada hari itu (kemarin), terlebih

dahulu saya memberikan

feedback

mengenai tugas mereka yang saya berikan

pada pertemuan yang kedua. Selanjutnya, juga sebelum saya menyipulkan

materinya secara rinci, saya meminta beberapa siswa untuk menyimpulkannya,

kemudian kalau masih ada yang kurang nanti saya yang menambahkan.

Appendix 12: Transcripts of

PSTs’

Stimulated Recall

Interviewer

: Researcher (Q)

Interviewee

: PST #1 (A)

Code

: SR-PST1

Q: Hai, PST #1. Terima kasih banyak atas kesediaannya diinterview untuk

stimulated recall

ini. Seperti yang sudah saya informasikan di awal

penelitian saya ini bahwa kita akan melalui tahapan yang sekarang kita

hadapi ini setelah anda praktek mengajar di kelas. Di tahapan ini saya akan

memutar rekaman observasi pengajaran anda di laptop di hadapan kita ini

secara keseluruhan dulu lalu nantinya saya akan mengajukan beberapa

pertanyaan terkait apa yang anda lakukan dan pengajaran itu sendiri.

A:

Oke.

Q:

Baik. Jika anda punya komentar atas apa yang terjadi saat rekaman ini

diputar silakan saja dan saya akan

pause

lalu setelah itu kita akan lanjut lagi.

A:

Oke, Mam.

Q: Baik. Sekarang saya mulai ya. [memutar rekaman pengajaran PST #1 hingga

selesai]

Q:

Di pengajaran ini, apa rencana pengajarannya dan apa tujuannya?

A:

Saya kan ajarkan mengenai

asking and giving opinion

. Kemarin pertemuan

pertama kali sudah

listening

. Yang pertemuan kedua saya fokus ke

speaking

nya. Tujuannya yang pertama adalah supaya mereka tahu

jenis-jenis ekspresinya. Mereka menghafal dulu. Seperti apa itu ekspresi

giving

opinion

. Kedua, apa artinya. Lalu yang ketiga, bagaimana mereka merespon,

maksudnya bercakap-cakap dengan temannya dalam situasi percakapan.

Q:

Pada saat membuat RPP ini, kira-kira sudah diprediksi apa kesulitan yang

akan dihadapi?

(26)

291 Q:

Kalau sudah diprediksi mereka akan sulit di

speaking

, lalu apa

langkah-langkah di RPP itu yang anda lakukan untuk membantu supaya kesulitan

mereka bisa teratasi.

A:

Kalau berdasarkan RPP kan setiap memulai pelajaran mereka selalu saya

beri teks. Maksudnya sebagai stimulasi. Supaya mereka tidak bingung saya

berikan teks yang berhubungan dengan

giving opinion

kemudian saya minta

mereka melihat kira-kira mana yang ekspresi. Saya beri mereka beberapa

menit untuk mencari. Terkadang mereka bisa, kadang juga masih salah

ekspresinya. Setelah mereka selesai, saya minta mereka sebutkan kira-kira

apa, terserah yang disebutkan itu entah benar atau salah yang penting

mereka mau maju ke depan saja, tulis benar apa salah, begitu. Saat itu

mereka sangat antusias. Mereka sebutkan lalu bersama-sama di

pronounce

.

Saya tunjukkan mana yang benar dan mana yang masih salah. Lalu saya

tunjukkan berbagai bentuk ekspresinya. Lalu kita

pronounce

sama-sama.

Lalu saya juga beritahu artinya.

Q:

Selain prediksi pada saat RPP tersebut dibuat, pada saat di kelas, ada tidak

masalah yang baru ditemui?

A:

Ada. Mengenai membuat teks speakingnya. Mereka saya minta buat dialog

pendek mengenai ekspresi tapi mereka bingung. Lalu saya beri situasi dan

contoh dialog tapi mereka mungkin tidak terlalu paham. Mungkin karena

bahasanya bagaimana, ah, disitu mungkin kekurangan saya, Mam. Mungkin

sebelum saya meminta mereka semua membuat situasi sebaiknya saya harus

berikan model paling sederhana seperti yang mereka pahami.

Q:

Memangnya yang anda berikan itu tidak sederhana?

A:

Agak sulit kayaknya, Mam, karena mereka bingung. Saya sudah jelaskan

beberapa kali mereka tetap bingung. Lalu, tidak seharusnya saya berikan

situasi karena mereka bingung. Lebih baik saya beri satu topik saja.

Maksudnya sebaiknya bersamaan saya beri topik yang sama dengan

situasinya. Sementara di pengajaran ini saya sudah berikan situasi.

Q:

Saya pikir tadi anda buatkan topik.

A:

Iya, seharusnya saya beri satu situasi. Tapi saya beri dua situasi. Mungkin

mereka bingung. Saya minta mereka pilih yang mana mereka sukai, tapi

mereka malah bingung

Q:

Iya, karena yang saya liat ada yang bilang ada yang dua-duanya, ada yang

bilang satu saja.

A:

Ya...disitu mereka bingung, seharusnya satu topik saja, jadi bisa fokus, kan.

Q:

Dari unit yang diajarkan ini, kira-kira apa yang mereka dapatkan?

A:

Ekspresinya. Untuk proses buat dialog masih belum. Saya melihat

peningkatan pada mereka jadi tahu jenis-jenis ekspresinya. Saya minta

mereka sebutkan apa saja ekspresi

giving opinion

, mereka sudah tahu. Untuk

pronunciation

nya, mereka bisa tapi kadang salah.

Q:

Lalu menurut anda pengajaran untuk unit ini banyak kendalanya atau

bagaimana?

(27)

292 Kendalanya menurut saya misalnya dalam aktifitas

speaking

jika mereka

diminta buat dialog mereka kesulitan buat meskipun

pair

.

Q:

Jadi

building

itunya dulu untuk ke speakingnya supaya mereka tidak

malu-malu?

A:

Bagusnya mereka mau. Kalau maju ke depan mereka mau. Hanya

ekspresinya ndak ada. Maksudnya saya minta mereka supaya natural tapi

masih datar ekspresinya. Dan mereka harus bawa teks.

Q:

Untuk unit ini berapa kali diajarkan?

A:

Dua kali mengajar. Kan giving opinion pertama kali. Di pertemuan pertama

itu saya rencananya mau kasih

listening

. Terus kedua, pertemuan ini.

Q:

Jika misalnya anda diberi kesempatan untuk mengulang lagi, ditambah

waktunya untuk mengajar, keesokan harinya atau pertemuan berikutnya

kira-kira apa yang anda ubah dari apa yang sudah anda ajarkan ini?

A:

Bagaimana mereka bisa

speaking

lebih natural. Karena fokusnya ke

speaking

jadi saya ingin mereka berdialog, mereka bisa maju ke depan

seperti bertemu dalam situasi nyata. Bagaimana nanti mereka bisa

memberikan pendapat, bukan hanya meminta mereka untuk hanya mampu

membuat dialog.

Q:

Kenapa speaking secara natural itu penting menurut anda?

A:

Penting karena bahasa itu kan kebiasaan. Jadi, diusahakan kalo berbicara ya

harus senatural mungkin saat kita mem

produce

bahasa. Saya ingin mereka

lebih fokus ke

speaking

dialognya, naik turun intonasinya, sedangkan

mereka masih datar.

Pronunciation

nya juga masih salah.

Q:

Apakah kemampuan mereka homogen atau heterogen?

A:

Kalo kemampuannya yah..tidak datar hanya kalo mau dibilang heterogen

juga ndak jauh.

Q:

Ndak jauh. Tapi ada yang lebih pintar?

A:

Ada sebagian, perempuan.

Q:

Ada yang lebih lemah?

A:

Ada.

Q:

Jika misalnya anda diberi kesempatan untuk mengajar siswa yang lebih

pintar apa yang akan anda ubah dari pola pengajaran ini?

A:

Saya akan minta mereka bikin dialog secara menulis dulu. Karena kan ndak

mungkin juga kita berdialog sembarang kan. Harus benar dulu teksnya.

Pelan-pelan. Lalu kemudian latihan bagaimana berbicara.

Q:

Pada saat anda berhadapan dengan mereka yang lebih bisa untuk speaking

ini, apakah strategi itu anda lakukan atau tidak? Atau lebih gampang

meminta mereka bikin dialog dulu. Mereka cepat tangkap?

A:

Mereka lebih nurut jika disuruh buat dialog dan mereka bisa tapi masih

dibimbing juga karena mereka sulit sekali menulis. Tapi mereka mau.

Mereka ada keinginan. Banyak tanya juga, Mam. Kadang ―Apa bahasa

Inggrisnya ini, Mam?‖ saat mereka buat dialognya.

Q:

Jika misalnya yang anda hadapi kelompok yang lebih lemah daya

tangkapnya apa kira-kira anda punya strategi supaya unit ini bisa berjalan

baik?

(28)