THE ROLE OF REFLECTION IN SOLVING THE PROBLEM
OF TEACHING AND LEARNING PROCESS AT STATE
ISLAMIC UNIVERSITY OF SUNAN AMPEL SURABAYA.
(A study at microteaching class of English Teacher Education Department)
THESIS
Submitted in partial fulfillment of the requirement for the degree of Sarjana Pendidikan (S.Pd) in Teaching English
By Khoirul Anam NIM D05211011
ENGLISH EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE INSTITUTE OF ISLAMIC STUDIES SUNAN AMPEL
SURABAYA
ABSTRACT
Anam, Khoriul. (2016). The Role Of Reflection In Solving The Problem Of Teaching And Learning Process – A Study At Microteaching Class Of English Education Department. A Thesis. English Teacher Education Department, Faculty of Education and Teacher training, UIN Sunan Ampel. Advisor: Dr. Mohamad Salik, M. Ag
Key words: Reflection, teaching and learning process (PBM), micro teaching, pre-service teachers
LIST OF CONTENTS
TITLE SHEET ... i
ADVISOR APPROVAL SHEET ... ii
APPROVAL SHEET ... iii
MOTTO ... iv
DEDICATION SHEET ... v
ACKNOWLEDGEMENT ... vi
PERNYATAAN KEASLIAN TULISAN ... viii
ABSTRACT ... ix
LIST OF CONTENTS ... x
LIST OF TABLE... xii
LIST OF APPENDIXES... xiii
CHAPTER I : INTRODUCTION A. BACKGROUND OF THE STUDY ... 1
B. RESEARCH QUESTION ... 6
C. OBJECTIVE OF THE STUDY ... 6
D. SIGNIFICANCE OF THE STUDY ... 6
E. DEFINITION OF KEY TERM ... 7
F. SCOPE AND LIMITATION OF THE STUDY ... 8
CHAPTER II : REVIEW OF RELATED LITERATURE A. THEORITICAL FOUNDATION ... 9
1. Teaching and learning ... 9
a. Definition of teaching ... 9
b. Definition of learning ... 10
d. Teaching and learning components ... 12
e. The problem of teaching and learning process ... 18
2. Reflection ... 19
a. Definition of reflection ... 19
b. Types of reflection ... 20
c. Levels of reflection ... 20
d. The correlation between reflection and education ... 22
e. The cycle of reflection ... 26
f. The role of reflection in teaching and learning ... 27
B. PREVIOUS STUDY ... 29
CHAPTER III : RESEARCH METHODS A. Approach and Research Design ... 33
B. Research Presence ... 34
C. Research Subject ... 35
D. Research Location ... 36
E. Data and Source of Data ... 36
F. Source of data ... 37
G. Data Collection Technique ... 38
H. Research Instrument ... 40
I. Data Analysis Technique ... 42
J. Research Stages ... 45
CHAPTER IV : RESEARCH FINDING AND DISCUSSION A. RESEARCH FINDINGS ... 49
1. The problem faces by pre-service teachers in teaching and learning process ... 49
2. The role of reflection in solving the problem of teaching and learning process ... 52
B. RESEARCH DISCUSSION ... 55
A. Conclusion ... 62
B. Suggestion ... 66
REFERENCES ... 68
APPENDIX I... 72
1
CHAPTER I
:
INTRODUCTION
In the Chapter One, the researcher explains the background of the study. This chapter also explains about the background of the study, research questions, objective of the study, and significance of the study, definition of key term and scope and limitation of the study.
A. BACKGROUND OF THE STUDY
Teaching and learning process is one of an important aspect in education. 1 Microteaching class is the one of curriculum method in English education department which applied for student to become a teacher. Student will become a subject on participating teaching practice in this program. And the students which contribute in this method of teaching practice are called pre-service teachers. An academic and psychological ability for teacher and student can be developed through teaching and learning process. Teaching is a skill that must be developed overtime in every learning process. Learning is a process that involves student or teacher to gain a knowledges, skill or positive values. Most of pre-service teachers have problems on teaching and learning process. It should be developed through practice which supported by theory, research, reflection and trainees. Reflection on teaching can be a tool to measure it problems.
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Pre-service teachers should have strategy to support their teaching and learning process such as reflection. Reflection is an important strategy, because the pre-service teachers have to improve their quality in their teaching and learning process. Pre-service teachers have to use reflection as the habit strategy to improve the quality of teaching. For example, when pre-service teachers of English Education Department (EED) faced the problem in their teaching, they can use reflective teaching as the strategy to make better quality of teaching.
Teacher is an educator, counselor and curriculum developer. Creating a conducive condition or atmosphere on learning is a good ways to gain the effectiveness of teaching and learning process. A conducive learning is achieved by having fun and interesting learning process, moreover providing a space for students to be active, creative and innovative in order to explore and elaborate their ability.2 By using reflection, pre-service student teacher is expected to make a better teaching and learning process. Reflective teaching is not only strategy to develop service student teacher in their teaching, but also to measure pre-service student teacher effectiveness in their teaching by knowing their lack in teaching practice.
In this case, the research will take from Pre-service teachers program or in microteaching class as a subject. It is a teacher training class
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learning about how to improve teaching and learning process. It employs real teaching situation for developing skills and helps to get deeper knowledge of the art of teaching3. Basically, after getting the theory of teaching and basic teaching skill, the teacher candidate does a teaching practice in class. It is part of PPL (Praktek Pengalaman Lapangan) program in Faculty of Education and Teachers Training at UIN Sunan Ampel Surabaya to practice theories by having teaching practices.
There are complex issues to conduct teaching effectively in Indonesia. Such as the problems of using language, the problems of teaching English, etc. It makes English still one of difficult subjects for teacher and students. Therefore, in this study this conducted at Faculty of Education and Teacher Training that provides several Pre-service teachers who have problems on teaching and learning process. Teaching is not only a process on delivering knowledges; therefore teaching must be accompanied by education. Indirectly, teacher has to lead their student to do and be aware of ethics, cultural and moral. According to Oemar Hamalik there are 5 problems in teaching,4 those are: (1) Instruction, (2) Evaluation, (3) Content/sequence, (4) Method and (4) Obstacle. Therefore, teaching must become a systematic system in planning, designing, preparing, performing, and evaluating learning activities effectively at a
3
Ambili Rames, Microteaching; An Efficient Technique For Learning Effective Teaching (Department of Pharmacology,2009), 1.
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reasonable time period.5 In fact, a skilled teacher has a good planning. Teacher has to plan a good strategies, principles and techniques in other to use it in learning process.
The aim of microteaching program is to shape and strengthens the basic technique of teaching and provides some feedback from another student. However, getting feedback from other student or lecturer is important component as it contributes significantly to the pre-service teaching performance. Now, feedback from another participant is not only the way to improve and develop teaching and learning activities. Other important method used in present technique is using self-reflection. After getting feedback from lecturer or another student, teacher candidate should reflect his teaching process or teaching skill by his own thinking. The candidate teacher should provide competence and focus on student teachers acquisition of specific teaching. Furthermore, the principle of reflection is also quite useful in developing teaching and learning process.
Pre-service teachers probably encounter some problems on their teaching and learning process. However, the most important thing is to know those problems, early recognize them and quickly find solution to deal with and solve them. Reflection is seen as one of the ways that professionals learn from experiences in order to understand and develop
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their practice.6 For this reasons, it becomes significant to conduct this study to provide some benefits for the pre-service teachers who conducts the Microteaching class such as information about the way in providing meaningful reflective teaching. Another benefit may deliver to the pre-service student teacher who will take the Internship program, so they can reflect from this study for the better teaching. This is why reflection teaching overcomes those problems in teaching and learning process.
Based on the preliminary research to eight semester pre-service student teacher of English education department, most of them face some problems on teaching and learning process, from the component of teaching and learning process: goal, material, method and tool, and evaluation.7 Researcher concludes that there are problems on those components. For this reason, this research is conducted to investigate about what the problems are faced by pre-service teachers in teaching and learning process. As a method of this process, reflection is use for pre-service teachers to reflect their teaching and learning process. Furthermore, this research also studies about the roles of reflection in solving the problem of teaching and learning process.
6
Melani jasper, Beginning Reflective Practice: Foundation in nursing and health care, 2nd ed. (Cheltenham: Nelson Thornes Ltd, 2003), 2.
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B. RESEARCH QUESTION
1. What are the problems faced by pre-service teachers in teaching and learning process?
2. What are the roles of reflection in solving the problem of teaching and learning process?
C. OBJECTIVE OF THE STUDY
The objectives of this study are 10 students in 6th semester PPL 1 class at state Islamic university of Sunan Ampel Surabaya and also making the lectures know how their students understand about making better activities in teaching and learning process. This study is expected to find out:
1. The problems faced by pre-service teachers in teaching and learning process.
2. The roles of reflection in solving the problem of teaching and learning process.
D. SIGNIFICANCE OF THE STUDY
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reflection in this case can be more accurate to affects teaching and learning process in their micro - teaching practice.
1. For lecturers of English teacher education department.
Reading the result of this study, the lectures will know to what extent in pre-service teachers’ problems in teaching and learning process. Lectures will knows about their reflective teaching forms which given to their student in teaching practice. And what are the roles of reflection in solving the problem of teaching and learning process
2. For researcher
The result of this research is expected to be beneficial for the next researcher in giving information about reflective teaching in teaching and learning process. Moreover, it would serve as a 10 future reference for the researcher in doing research about giving effective reflection for teaching and learning process.
E. DEFINITION OF KEY TERM
The researcher wants to avoid misunderstanding by defining the key terms of this study as follows:
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2. Teaching and Learning process: is a process which pre-service student teacher do in teaching practice to make an interaction and communication to gain a learning goal. (PMB-Proses Belajar Mengajar).
3. Pre-service teachers: a college student involved in a school-based field experience. Under the supervision of a cooperating teacher, the
pre-service teachers gradually take on more classroom management and
instructional responsibilities.
4. Microteaching: is the stage where the students have to practice teaching in small group. It means that micro-teaching program is the first course which provides experience in teaching practice before they take internship program and teach in real classroom. This practice is held in two circles. Therefore, pre-service student teacher practices their teaching twice.
F. SCOPE AND LIMITATION OF THE STUDY
Scope of this study are pre-service English teachers at English
Teacher Education Department especially the students who take
micro-teaching program (PPL 1) academic year 2016 at Sunan Ampel State Islamic
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CHAPTER II
:
REVIEW OF RELATED LITERATURE
A. THEORETICAL FOUNDATION
1. Teaching and learning
a. Definition of teaching
According to Nana Sudjana, teaching is an arrangement process of students’ environment to make a teaching and learning process.1 Teaching
is about the “transmission” of knowledge from the teacher to the student,
or it is about creating condition in which, somehow, students learn for themselves. Teaching is focused to do something for students. Teaching is formal action to bring about a greater opportunity for the students becoming educated.
Therefore, teaching means that the teacher gives or transfers knowledge for the students. Teaching is an activity that tries to help
someone to acquire, change, or develop skills, attitudes, ideals, appreciation, and knowledge. The teacher attempts to bring about desirable behavioral changes or tendencies toward changes in his students. It is apparent that there must be decisions made as to what learning is desirable, and how best to perform such teaching and learning.
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A purpose of teaching is to help the students to learn. Each student learns, however, from his own efforts and experiences. A teacher may inspire students to want to learn and may guide them in experiences from which he may learn some fact, attitude or skill.
b. Definition of learning
Learning is a process which is conducted by teacher for student. 2 Therefore, learning is a process of interaction between teacher and student. It helps student in gaining knowledges from the material, mastery of skill and behavior, and the establishment of attitudes and beliefs on learners. In other words, learning is a process to help student learn well. Learning has
the same meaning with teaching although has a different connotation
.
a. The nature of teaching and learning process
Teaching and learning process as known as learning process is a combination between 2 concepts, both are learning which is conducted by student and teaching which is conducted by the teacher. Learning is directed to student who receives the learning material while teaching is directed to the teacher who gives learning material to the student.
Teaching and learning is two word which have different meaning but both are related in teaching and learning process. From those process of teaching and learning will obtained the learning outcomes. To gain
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optimal result, teaching and learning process must be done well and organized. Both concepts are related to the interaction between student and teacher when teaching and learning process is held. This is the meaning of teaching and learning as a process. Student and teacher interaction becomes primary meaning in learning process which plays an important role to achieve the goal of effective teaching. Learning is not memorization nor remembers. Learning is a process that is characterized by a change in a person behavior. Changes as a result of the learning process can be demonstrated in a variety of forms such as knowledge, understanding, attitudes and behaviors, skills, skills, abilities, power receiver etc.3 This is the nature of learning, as the core of the teaching process. In other words that in the process of teaching or learning interaction becomes a major problem in changing students’ behavior through various experiences gained.
As well as learning, teaching is essentially a process of arranging, organizing the existing environment around students so as to raise and encourage the students' learning process. At a later stage, learning is a process of giving guidance or assistance to students in the learning process. The concept was implicit that the role of a teacher is a leader and facilitator of learning. Not only teaching a lesson but also a process of educating students.
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b. Teaching and Learning components
Learning and teaching is a process that should be able to develop and answer some of the fundamental issues, concerning:
1. Where does the process will be directed? 2. What should be addressed in the process? 3. How to do the process?
4. How to determine success or failure of the process?
The first issue relates to the purpose of teaching process, the second issue is talking about the subject matter or materials, third problem relates to the methods and tools used in the learning process, the fourth issue regarding the assessment in the learning process. The fourth components are not independent, but interrelated and mutually influence each other. Schematically four components can be illustrated in the following diagram:4
Teaching and Learning Components
4
Sudjana Nana, Dasar-Dasar Proses Belajar Mengajar (Jakarta, Sinar baru algensindo, 1995), P 30
Goal
Material Method and tools
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1. Learning goal
Learning objectives is the first component to be set in the learning process. The role of learning goals is very important because it determines the direction of the learning process. A clear goal would give clear instructions to apply the selection of teaching materials. According to the level, type of school and education programs, there are four levels of educational objectives:
1. General goal of education, is human formation of Pancasila 2. Intuitional goal is destination of educational institution. 3. Curriculum goal, the goal of learning material
4. Instructional goal (tujuan pembelajaran), the goal of teaching and learning process.5
Institutional goal is which can be achieved by an institutional or school to gain the general goal of education. Therefore, institutional goal for elementary school have a differences with the institutional goal for junior or senior high school.
Curriculum goal is an explanation from institutional goal which conclude educational programs in curriculum. This goal describes the student which got a material from learning process, such as program for IPA, IPS etc.
The first step for teacher to do is to plan a teaching and learning process. Instructional goal is a statement about an ability and behavior
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which must be gained or mastered for student after getting the learning process. Learning goal is an aim or an expectation which should be achieved for student. In other word, it is a result of learning process that achieved for student after getting the leaning process.
2. Learning material
Other component except the goal is an expectation about learning material and teaching learning process. Learning material is formulated after the goal is assigned. Learning goal must be designed as good as possible to gain a good learning process. While, teaching and learning process determined from the goal and learning material. Therefore, should be a systematic and harmonious relationship between goal – learning material – teaching and learning process. The problem is how to set learning material in order to support the goal of learning?
1. Setting up learning material
Learning material is a content which given to student while the process of teaching and learning. Through learning material student will deliver to the learning goal. In other meaning, the goal that should student gain is colored and formed by learning material. There are some things that need to be considered in determining the learning material:6
a. The material must be appropriate and support the achievement of learning goals.
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b. Written materials in the teaching planning is limited to a concept or shaped outline it is not also described in detail.
c. Setting up the learning material should be matched to the step of learning goal.
d. The step of learning material should have continuity from each other. e. Setting up learning material from simple to complex, from easy to
difficult, from concrete to abstract.
f. Learning material should be factual and conceptual, means factual is easy to remember, and conceptual means need an understanding.
2. Teaching methods
Teaching methods is a way used by a teacher to create a relation to student while teaching and learning process. Therefore, the role of teaching methods is to create teaching and learning process. With this method, expected an increasing about learning process according to teaching process or creating an educative interaction. In this interaction teacher becomes an activator or supervisor while student becomes receiver or guided. Interaction process will be good if the student becomes more active than the teacher. According to Nana, there are several types of types of teaching methods that are still used in teaching today, are:7
a. Speech method
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b. Asking and answering method c. Discussion method
d. Learning task method e. Group work method
f. Demonstration method or experiment g. Problem solving method
h. Role-playing method i. Team teaching method j. Drill method
k. Field or trip method l. Resource person method m. Simulation method
3. Learning tools
Learning tools hold an important role in teaching and learning process. Methods and learning tools are the component that cannot stand independently. Both components must stay together to gain batter learning and teaching process. Learning tool makes the material becomes easier for student to understand. It is also called as visual audio means the tools which can be reserved by five senses. There are 6 functions of learning tools in teaching and learning process, are:8
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1. To help teacher and student gain the effective situation of teaching and learning.
2. Using learning tools becomes an integral part of teaching situation. Which mean, teacher should develop it to become more effective to use in teaching and learning process
3. It can be an interesting tool to gain more attention for the student. 4. To make a teaching and learning process becomes more quick and
also help student to gain better understanding about the material. 5. Learning tool makes a material which explained by teacher
becomes more inscription in students understanding.
4. Evaluation
To be able to determine whether or not the learning objectives achieved in learning process, necessary, teacher should take an impossible solution to make an assessment or evaluation program. Assessment or evaluation gives a consideration, a price or a value based on certain criteria. The result which gained from evaluation or assessment expressed in terms of learning outcomes. Therefore, an action or activities describes as the evaluation of learning outcome.
Function of evaluation in teaching and learning process.
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b. To know the effectiveness of teaching and learning process. With this function, teacher be able to know whether his teaching success or not. The factors of the lack on learning outcomes which gained by student cannot be determined to student ability but also can be determined from teacher ability in teaching.9
Therefore, evaluation in teaching and learning process has equal function, for student and teacher. An evaluation of learning outcomes can be implemented in 2 stages. First stage is implemented after the process of teaching and learning also called short-term or formative. Second stage, long-term, is implemented after teaching and learning process occur multiple times or after passing through certain period for an example mid-term examination or final-exam. This evaluation called summative.
c. The Problems of teaching and learning process.
Teaching is not only a process on delivering knowledges; therefore teaching must be accompanied by education. Indirectly, teacher has to lead their student to do and be aware of ethics, cultural and moral. According to Oemar Hamalik there are 5 problems in teaching,10 those are: (1) Instruction, (2) Evaluation, (3) Content/sequence, (4) Method and (4)
9
Sudjana Nana, Dasar-Dasar Proses Belajar Mengajar (Jakarta, Sinar baru algensindo, 1995), P 111 - 112
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Obstacle. Therefore, teaching must become a systematic system in planning, designing, preparing, performing, and evaluating learning activities effectively at a reasonable time period.11 In fact, a skilled teacher has a good planning. Teacher has to plan a good strategies, principles and techniques in other to use it in learning process.
2. Reflection
a. Definition of reflection
Reflection is seen as one of the ways that professional learns from experiences in order to understand and develop their practice.12 Through reflection students learn by themselves. They can develop their thought from their experiences. They can evaluate their lack and get deep understanding about information in detail from their experiences.
Kolb states that knowledge is continuously derived from and tasted it in the experiences of the learners.13 People learn from what had been learned in the past. Improvement occurs through deep thought and it will be continuously improved by other learners. The process of understanding more and improving knowledge is reflection. The principle of continuity of experience means that every experience both takes up something from those which have gone before and modifies in some ways the quality of
11
Hilda Karli, dkk, Implementasi KTSP dalam model-model Pembelajaran (Jakarta, Generasi Info Media, 2007) P. 15
12
Jasper, Beginning Reflective Practice: Foundation in nursing and health care. 2
13
D.A Kolb, Experiental learning: Experiences as the source of Learning and Development
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those which come after.14 Learners reflect on something in order to get deep understanding and to modify knowledge quality which will be learned and reflected by other.
b. Types of reflection
Schon categorizes reflection on two types; they are reflection in action and reflection on action.
1) Reflection in action
Reflection in action is concerned with practicing critically. It happens when we are in the midst of an action and in doing and being reflective-in-action we are15. It happens during the event, not after it. 2) Reflection on action
Reflection on the other hand, happens after the action. Reflection on is the activity which has taken place and thinking about what is done. Reflection on action is significant in the process of engaging in the critical reflection.16
c. Levels of reflection
Curriculum development that questions assumptions and aims for emancipatory ideals. In the earlier work, its concern is mainly with reflection as a tool for curriculum construction. It is propose three levels at
14
John Dewey, Experience and Education, The kappa Delta Pi Lecture (Newwork: Simon & Schuster Inc, 1938), 35.
15
Anne brockbank and Ian McGill, Facilitating Reflective Learning in Higher Education, 2nd ed. (NewYork: McGraw-hill, 2007), 87.
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which reflection operates: technical, practical and critical. Technical reflection is concerned with effectiveness and efficiency in achieving ends, which are not opening to criticism. Critical reflection doesn’t incorporate aspects of the previous two but also includes consideration of moral and ethical criteria and locates analyses in the wider socio-historical context17. Here are some levels of reflection:
1. First level
Thinking and acting in a common sense manner on a daily basis, clear separation between reflection and action.
2. Second level
More specific reflection focused on events or incidents. 3. Third level
Reflection on personal experience and that of others, which is more systematic with an aim is arriving at an understanding through explanation.
4. Fourth level
Reflection on the manner of reflection, that think about the nature of knowing (metacognition) and the conditions that shape experience.
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d. The correlation between reflection and education
The Kolb’s cycle experimental learning identifies reflection as
stage of learning18. Learning can be gained from the experience but it is not just happen. Some learning process is necessary to get more knowledge in learning. Many things can be learned through experiences. By thinking what have done or why is done in learning process it will be better to gain better process in the future.
Teacher and student engage in reflection on emergent practice to reinforce their learning and to enhance their practice19. Student can learn through listening, watching, doing and by being what they have done. Students do not only learn from lectures, books or explanation on the board but student also can learn from their practice experiences. By doing before or after an action, they can learn through their critical thinking what happen on the process.
Furthermore, Student will recall their reflection on previous action as a piece of knowledge or learning when they begin to reflect their next action. The purpose on this reflection is to gain better practice in the next action. By the following time, student will get more understanding what they will do in the class.
18
Moon, Learning Journal, A Handbook of Reflective Practice And Professional Development, 10
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e. The cycle of reflection
Figure 2.1: Reflective cycle adapted from Jacobs, Vakalisa and Gawe, 2011; 59
The first stage, what the lecturers have to do on reflective teaching is to teach the students. Before the lecturers teach the students, they have to make suitable materials for their students in the teaching and learning process. After that, lecturers should implement the plan in the real situation. It means that the lecturers have to teach the students using the plan that the lecturers make before. The lecturers can also monitor the
1. Teach
7 Decide
6 Generate Multiple understandi
ng
5 reframe 4
Infestigate 3
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class activity during teaching and learning process. It is supposed to measure whether the instruction from the lecturers is clear or not.
The second stage, the lecturers have to think again about their teaching. It means that the lecturers have to think back their teaching, such as the condition, situation, the method that the lecturers used and response of the students toward the learning process. The lecturers have to think about the condition and situation of the class whether it is conducive or not when they teach their students. Actually, the important thing to support the learning and teaching process is the conducive class. When the students feel bored to learn in the class, for example the lecturers can go to outside of the class such as the garden or yard of the school.
The third stage, the lecturers should make decision after they teach the students. The lecturers have to decide whether their teaching is successful or not. Analytic decision making is particularly important because lecturers often have to make their decisions quickly and under uncertain conditions. The lecturers have to make the decisions as soon as possible in that time. The decision is not only to decide the successful teaching process but also the lecturers have to look at the method that the lecturers use in the class. The lecturers should decide that the method that they use is appropriate to the students or not.
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that, the lecturers can improve their method and try to teach the other class with the same method. The lecturers have to analyze the weakness and the strengths if their teaching is not successful. For example, the lecturers get successful teaching in the class because they know what the students need. Hence, the lecturers can use the same method for that class.
The fifth stage, the lecturers should modify their plan or reframe the plan. The lecturers have to modify the plan in their teaching. The plan is the most important to overcome the failed teaching. When the lecturers want to change or modify the plan, the lecturers have to make good strategy for their teaching. The lecturers should know the plan that is suitable with characteristic of the students. For example, if the characteristic of the students is passive, the lecturers have to make the material that can make the students become more active such as making the game in class activity.
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the plan that the lecturers use in their teaching. They have to imagine the effect of their plan and the lecturers should try to find the problem solving.
The last stage, after the lecturers make planning and think in general multiple understanding, the lecturers have to make the new decision. It means that the lecturers should choose which plan that the lecturers want to use in their teaching. Lecturers must become reflective decision maker which is capable of distinguishing between the alternatives strategy that the lecturers use in the teaching and learning process. The decision also has consideration to support the teaching and learning process. The consideration is based on the characteristic of the students that the lecturers have to teach. The lecturers have to decide the planning that can overcome the problem in their teaching such as the students in class that are very crowded. For example, the lecturers can use individual assignment, like making essay in the class directly. So, this stage is the most important to the lecturers, because they have to make the best decision to choose the plan that they want to use in the teaching and learning process.
f. Characteristic of reflection
According to Dewey, the process of reflection for teacher begins when they encounter a difficulty, troublesome event, or experiences that cannot be immediately resolved.20 Teacher has to step back to analyses
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their experiences, this stepping back can occur either in the midst of action or after the action is completed.
Rodgers states that there are four criteria of reflection based on Dewey. Those are:21
1. Reflection is a meaning-making process that moves a learner from one experience into the nest with deeper understanding of its relationship with and connection to other experiences and ideas.
2. Reflection is a systematic, rigorous, disciplined wat of thinking. With its roots in scientific inquiry.
3. Reflection needs to happen in community, in interaction with other.
4. Reflection requires attitudes that value the personal and intellectual growth of oneself and other.
g. The role of reflection in teaching and learning.
According to Farrel Thomas, There several role of reflection in the process of teaching and learning:22
a. Reflection as self-evaluation
21
Rodgers Carol, Defining reflection: Another look at John Dewey and reflective thinking, ( New York, 2002). P 3
22
Farrell Thomas, Reflective Language Teaching: From Research to Practice, (Continuum. 2007), p, 5-6
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Teacher can evaluate themselves by reflection. It can increase the teachers’ confidence, because they can correct their mistakes in the teaching and learning process such as change the good method in teaching or the material. In this case, the teacher has to reflect themselves and try to critic their teaching. The teacher also can criticize other problem in their teaching.
b. Reflection as self-judgement
Reflection help the teacher to make judgments in their teaching, because from the reflection the teacher can know what method they want to use to their students depends on the characteristic of them. They judge their problem from themselves, supervisor or other research. Teacher can identify their problem in teaching and learning process. If the teacher routine to reflect their teaching, it can make the teacher become a professional teacher. The teacher can evaluate, modify the material and strategy in their teaching routine.
c. Reflection helps teacher to think analytically, critically and creatively.
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d. Reflection as the informer
Reflection can be a purifying experience for practicing teacher
because they can get some information from their experience. The new
teacher can evaluate their teaching by reflection; it can improve the quality of teaching. Their experience in the teaching and learning process is very
important in their future, because the teacher can know how to be good
teacher and add some information after they reflect their teaching.
The experience of reflection is also important information for new
teacher, because they can know the next step that they have to do in their teaching. So, the students as the perspective teacher or lecturers also have to use reflective teaching in their teaching.
B. PREVIOUS STUDY
In this case, the researcher will conclude some analysis form other researcher. This case provides a brief summary of the other researcher findings; it could be same or the differences.
According to Ambreen Zehra, on his thesis analysis about the role of reflection on ELT,23as mentioned earlier, the main purpose of his study
was to investigate teachers‟ views and attitudes about reflection and its
role in their professional development. Interpretation of the study’s results suggest that most of the 30 teachers surveyed and interviewed for the study were aware of the concept of reflection and its positive effects on their teaching practices. Results also indicated that the majority of the
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teachers were in favor of reflecting on their daily teaching practices through various means in order to improve professionally. The findings
also revealed the participating teachers‟ views about some factors that
inhibit reflection. In this case the researcher has same direction to analyses teaching with the use of reflection. But, this will be different in the objective which Zehra, in this problem the researcher use student teacher as his objective and Zehra use the real teacher. As findings of Zehra’s research suggest that to ask teachers directly whether they are reflective teachers could not unfold the complete story, it might be better to investigate the issue in more indirect ways.
As the research before, depend on Ririn Kunarti thesis, Reflective Teaching of English Education Department Lecturers in Universitas Muhammadiyah Yogyakarta,24 his discussion was divided into some explanations. The first explanation was answered the first research question about how the lecturers reflect their teaching. The lecturers usually reflected their teaching, such as think critically about their teaching such as investigate the teaching technique, add the technique and material in their teaching and make the appropriate material. Second, this research indicated that the respondents reflected their teaching in the outside of the classroom. Third, this finding indicated that the respondents did reflective teaching by reflection-on-action, because they thought back about their teaching at the end of the teaching and learning process. Fourth, this
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research only follow the stage of reflective teaching until number five, because of the time constrain. Based on this case, the researcher takes a conclusion. A same direction the researcher did is about to reflect teacher technique, material etc. it is include some factors which have to reflect, material is also depend on teaching and learning process as in researcher theory. The difference is also about the object, Ririn object is a lectures.
Based on Ririn findings, the respondent usually forgot some detail in
their teaching problem if she did not make documentation. The researcher
suggests that the lecturers should take the video during teaching and learning
process. Even if the respondent did not want to video, the respondents can
make note during teaching and learning process. The respondent can write
down some detail information in teaching that necessary to identification.
Hence, this way could help the lecturers to forget some detail in the teaching
and learning process. In this case the researchers already have the list in his questionnaire about the detail in teaching problem as Ririn ask.
Based on Dini Mustaqima thesis, Reflective Teaching Practice Of Pre-service teachers For Young Learners At A Teacher Training Institute,25 the result of her finding are about the learning content and the way conducting reflective teaching. She suggests to employing the course program, the learning contents which need more emphasis in the course is on the case of classroom management. Pre-service teachers tend to have difficulty especially on organizing student. Actually pre-service teachers’s
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knowledge in classroom management is enough, but when it comes to the teaching practice with the real student as the target learners more practice are still required. To be more specific, reflective teaching practice of pre-service teachers in course program period should be done more frequently with each session focusing on the teaching aspects including the learner variable, teacher roles, classroom activities, and classroom management.
From her research we can find that teacher should not only reflect on one direction but in all condition form teaching and learning process. This research will be the question to be more specific question to teaching and learning process.
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CHAPTER III
:
RESEARCH METHODS
This chapter discuss about the process for conducting the study. It consists of approach and research design, researcher presence, research location, data and source of data, research instruments, data analysis technique, checking validity of findings and research stages.
A. Approach and Research Design
The purpose of this study is to know the problem faced by pre-service teachers in teaching and learning process, and also to find out the role of reflection in solving the problem of teaching and learning process. Considering the goal, the researcher involves the study as a qualitative research since the study attempted to gain deep understanding of specific group or event, rather than surface description of a large sample of a population.1 Ary Donald stated that “qualitative research seeks to understand the phenomenon by focusing on the total picture rather than breaking it down into variables and goal of qualitative research is a holistic picture and depth of understanding rather than numeric of analysis data.2Qualitative approach is a general way of thinking about conducting qualitative research which has three major categories of data, such as
1
PPA 696 Research Methods Data Collection Strategies II: Qualitative Research. (http://www.csulb.edu/~msaintg/ppa696/696quali.htm, accessed on December 23, 2015) 2
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questionnaires, documentation, observation and in-depth interviews. Therefore, in this study the researcher also uses a documentation analysis to gain a data for the problem faced by pre-service teachers in teaching and learning process. Therefore, researcher uses a questionnaires sheet to find out the role of reflection in solving the problem of teaching and learning process, the researcher also uses an observation and an interview to gain deep information to consolidate the data about the role of reflection in solving the problem of teaching and learning process.
B. Research Presence
As a key instrument, the researcher presence purposed to collect, analyze and interpret the data of the research3. Therefore, the researcher attended to the problem faced by pre-service teachers in teaching and learning process, and also to find out the role of reflection in solving the problem of teaching and learning process at the Microteaching Class. In this research, the researcher distributed the documentation to research subject, which consist of 10 student of pre-service teacherss’ reflection. Therefore, researcher uses a questionnaires sheet to gain the data of the role of reflection in solving the problem of teaching and learning process. The researcher presence also was as an observer. Through the observation method, the researcher observed the activities of the subject in the Microteaching Class using video recorded from pre-service student teacher. Observation sheet was included to the observation method which
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related to the reflection teaching in solving the problem of teaching and learning process. The researcher also becomes an interviewer to gain more data to amplify the data from the observation.
C. Research Subject
The subject of this study is the students of sixth semester of English education department at Sunan Ampel State Islamic University academic year 2015/2016 on micro teaching practice (PPL 1) of English Teacher Education Department UIN Sunan Ampel Surabaya, which located on Jl. Jend Achmad Yani 107 Surabaya. The quantities of the subject are 10 students at C class. According to Janise Morse former editor of Qualitative Health Research states that “one is doing a phenomenological study and interviewing each person many times, one has a large amount of data for each participant and therefore needs fewer participant in the study (perhaps only 6 to 10).4 This research is phenomenological study about teaching reflection in micro-teaching class.
The researcher selected the subject who would provide the richest information about pre-service student teacher who uses reflection on their teaching practice. For that purpose, the researcher decided some characteristics as the consideration in selecting the subject. The characteristics were: (1) They are active pre-service student teacher of English Education at Sunan Ampel State Islamic University; (2) They are
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in the process of Microteaching practice, (3) student atmosphere is more interesting, (4) many of them are familiar with researcher so it is easy to approach to the student and get the data.
D. Research Location
This research will be conducted English Education Department of faculty of education and teacher training academic year 2015/2016 in State Islamic University Sunan Ampel Surabaya. The setting is chosen based on the consideration that sixth semester in English Education Department have criteria mentioned in Micro-Teaching practice (PPL 1).
E. Data and Source of Data
This study is conducted to describe the problems on teaching and learning process which reflected by pre-service teachers in their reflection. Pre-service teachers are taken from sixth semester student at English Education Department of State Islamic University Sunan Ampel Surabaya. For this purpose of the study, some data collected are:
1. Pre-service teachers’ problems in teaching and learning process
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perceived by pre-service teachers and the lowest problems. It will be also known the score of the problems from every student.
2. The role of reflection in solving the problem of teaching and learning process.
To answer the second research question of this study, the role of reflection in solving the problem of teaching and learning process is needed to be analyzed. The reflection only focuses on student problems in teaching and learning process. The researcher uses a questionnaires sheet to gain the data about the role of reflection in solving the problem of teaching and learning process. Researcher also takes an observation to gain the data about solving the problem in teaching and learning process by their reflection. After gaining the data from observation, researcher does an interview with pre-service teachers to gain more data to amplify the data from the observation and also to gain the data about the role of reflection in solving the problem of teaching and learning process.
F. Source of data
According to Arikunto, the source of data is the place or things in which the researcher can observe, ask or read about a related matter of the object being studied5. The primary data were obtained through the result of
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Questionnaires, Documentation, and observation. All of the data taken from 10 students in C class who become a subject. Those students are participant at microteaching class or PPL in academic year 2015/2016.
The primary data were gotten from documentation analysis about the problem faced by pre-service teachers in teaching and learning process. Other data gained from the observation to the process of teaching and
learning and interviewing student teachers at „C‟ practice teaching class
about the role of reflection in solving the problem of teaching and learning process.
G. Data Collection Technique
Data must be accurate and real. Data collection technique could be described as some ways to help the researcher in collecting data6. So, in this study the researcher used some techniques to collect the data such as: documentation, observation and interview. The data divided on the table 1.1
Table 3.1 Techniques for Collecting Data
No Research
Question
Documentation Questionnaires Observation
6
Documentation is the investigation, collection and control, preservation, preparation, use and supply of document, with a view to obtain description and inform knowledge and evidence, in this case, including the usefulness of archives and library7. According Arikunto, documentation explaining the technique is to look for data about thinks or variable in the form of notes, transcripts, books, newspaper, magazines, inscription, and agenda for embodied data relating to clients under investigation8. In this study, the documentation as a primary data. The data includes pre-service teachers’ problem in teaching and learning process.
2. Questionnaire
Arikunto Suharsimi, Prosedur Penelitian:Suatu Pendekatan Praktek (Jakarta:PT Rineka Cipta, 2002) ,124.
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questions in questionnaires dealing with the role of reflection in solving the problems of teaching and learning process.
H. Research Instrument
Instrument can be defined as a tool that is used to ease the researcher in collecting the data in order to get a complete and systematic data9. In this part the researcher used some of instruments to complete the data which were needed by the researcher. The instruments were used:
1. Documentation check list
In this case, the researcher will take the reflection from student and analyses it. This form is purposed to gain the result of the problems in teaching and learning process which reflected by pre-service teachers on their reflection.
2. Questionnaires sheet
This instrument is used to get information from the data sources. The researcher use questionnaires sheet based on some theories. The questionnaires sheet consists of the role of reflection in solving the problems of teaching and learning process. This instrument will answer the second research question of this research.
3. Recorded video
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Recorded video was also applied for documenting the whole activities in practice class. This instrument helped the researcher to view clearly on what happening in the practice teaching class was. This instrument helped the researcher to do documentation for answering the second research question.
Meanwhile, voice recorder was applied for documenting pre-service teaching and learning process. The process will be observes by the researcher to gain the data about the role of reflection in solving the problem of teaching and learning process.
4. Observation sheet
For gaining the role of reflective teaching observation, the researcher applied observation sheet as one of the instruments chosen on her research. In this study, the observation sheet used was in form of narrative summary that attempted to catch the major things occurring during teaching practice. Those things might involve the observation about pre-service student teacher to gain the data about the role of reflection in solving the problem of teaching and learning process.
I. Data Analysis Technique
The data of this study are described narratively and descriptively. The following were the steps in analyzing the data:
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This documentation is to collect the data from pre-service reflection. It was given to the pre-service student teacher in the first cycle in order to create a self-reflection to their teaching and learning process. Their reflection will be analyzed according to the problems on teaching and learning process. After analyzing each data and giving the result from each student about their problems written on their reflection, researcher will make a decision to sort the problems into the four component of teaching and learning process. Therefore, researcher makes a documentation checklist. Documentation checklists were interpreted on the table below:
Table 3.2: Scoring table of pre-service teachers’s reflection about the problem in teaching and learning process
No Pre-service teachers’’ problem in teaching and learning
checklist
1 Instruction
2 Content and arrangement
3 Method 4 Evaluation 5 Obstacle
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2. Questionnaires
The targeted data from questionnaires is to answer the first research question dealing with pre-service student teacher problems in teaching and learning process. On the questionnaires, student will answer 22 items about the role of reflection towards the problems of teaching and learning process. it is to know about the role of reflection on evaluating teaching and learning process, and also to that reflection support and give the information about teaching and learning process, knowing the role of reflection on helping and improving teaching and learning process and knowing about the role of reflection as teacher judgement, informed by evidence based enquiry and insight from other research. Therefore it is also become enhancement of professional teaching and learning process through collaboration and dialogue with other pre-service teachers.
3. Observation
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classroom activities from the beginning, middle and the ending of the learning process by using video. This form is purposed to get the data from the goal of reflection that student do in the last teaching practice by seeing student performance in the second meeting. This form will conduct the result of student reflection on last meeting. Technically, this form addressed for the researcher and lecturer to answer RQ 2. The reflection form observation value divided on the table below:
Table 3.3 Reflection goal checklist in solving the problem in teaching and learning process
No
The problem faced by
pre-service teachers in
teaching and learning
process. (Second Meet)
Reflection Goal
in solving the
problem Comment
Yes No
1 2 3
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the subject will be analyzed. In this data, researcher will not inform the name but in alphabets, such as; Student A, Student B . . . tills Student K. After analyzing pre-service student teacher data reflection in the first cycle, researcher compares the data from the observation to gain the goal on this research about the role of reflection in solving the problem of teaching and learning process.
J. Research Stages
This research structurally was conducted based on these following procedures: preliminary research, designing research, implementing the research, analyzing data and concluding the data.
1. Preliminary research
In order to clarify the problems linked to this research, the researcher began this study by conducting preliminary research. This preliminary research review would be such great information obtained by the researcher about problem focus. Through this step, the researcher can ensure the real phenomenon happened in Microteaching Class of UIN Sunan Ampel Surabaya. And the subject of this research are 10 pre-service student teacher in sixth semester of 2015/2016 academic years.
2. Designing research
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in teaching and learning process and does the role of reflection in solving the problem of teaching and learning process. It was designed by adapting the instrument from the previous study, such us: documentation, observation sheet and interview guidelines. For ensuring the good instrument validity and to be applied for the test of reality, the expert advisor corrected this instrument.
3. Implementing the research
In term of identified and investigated the problem faced by pre-service student teacher in teaching and learning process, the researcher did a documentation method to take a data. Therefore, to gain the data about
“the role of reflection in solving the problem of teaching and learning
process” The research did an observation class at the Microteaching
Program to compare its data with documentation. Then, to emphasize the data, the researcher interviewed the students in Microteaching Program at the class sample. While interviewing the students, there was a recorder to record all the process of the interview between the researcher and subject research. They were asked based on their perspective about the role of reflection in solving the problem of teaching and learning process.
4. Analyzing data
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the answer of the research questions. In analyzing the data, the researcher
analyzed the data based on the Milles’ theory, they are: data collection,
data analysis, data display and Conclusions10. Furthermore, to analyze the data, the researcher analyzed based on the research instrument was used in the research process.
5. Concluding data
In term of getting the research findings, concluding the data was a step to deal with the result of this study. It is obtained by reviewing back on the research questions and the data analysis from the documentation, questionnaires, observation and interview.
Documentation is used to analyses to know their problem in teaching and learning process. To gain the data about the role of reflection in solving the problem of teaching and learning process, researcher mixes the data between their problem in teaching and learning process and the role of reflective teacher that affect it using the observation sheet. The result of this data interprets an achievement about their reflection. It is gain the role of reflection or not. With mixing both data the researcher amplify it with the data from interview. Therefore, all of the data will analyses and give a conclusion about the result of this study.
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CHAPTER IV
:
RESEARCH FINDING AND DISCUSSION
In this chapter, the researcher would like to present and analyze the data which had been collected during the research. The first data concerned on pre-service teachers’ problems in teaching and learning process and the role of reflection in solving the problem of teaching and learning process. The researcher gained all of the data through documentation, questionnaires, observation and interview.
A. RESEARCH FINDINGS
The data collected was analyzed to answer the two research questions as stated in chapter I. The research questions were 1) the problems faced by pre-service teachers in teaching and learning process and 2) the roles of reflection in solving the problem of teaching and learning process. To show the result of the study clearly and completely, the researcher attempted to categorize the finding based on the research question of the study:
1. The problem faces by pre-service teachers in teaching and learning
process
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analyses about the first research question. In this case, researcher analyzed the problem faces by pre-service teachers in teaching and learning process based on their reflection and theories in chapter II. (See appendix I)
In this study, teaching reflection focuses on the problems of teaching and learning process which reflected by pre-service teacher on teaching reflection was analyzed. Student reflected themselves using the form of teaching reflection which they get from lecturer. Therefore, Researcher analyses their reflection to gain the data about the second research question.
Researcher selects 10 pre-service students teacher to become the subject of this research. As the result of their reflection, some student has a different problem on their teaching and learning process. As a result, the data will be explained one by one from each pre-service student teacher. The analysis of pre-service teaching reflection and the problems of teaching and learning process which reflected by pre-service teacher on teaching reflection are described below:
1. Pre-service teacher A
Based on the analysis of pre-service teacher reflection, pre-service teacher reflects the problems of teaching and learning process about:
a. Method and technique and doing an evaluation in teaching and
learning process.
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individual not in a group. Therefore, pre-service teacher also reflect about the activities. He said that that their activity is not good enough. It is not support the indicator.
This problem was included on “Selecting the method and technique method, arranging scenario of English teaching and learning”.
b. Content or material
Pre-service teacher makes a crazy story than asks to the student for making a sentence. But student cannot read about the sentence. This problem was included in “Selecting material and media, doing an assessment”.
Based on the data about, researcher make a documentation checklist depend on the problem from teaching and learning process which reflected on their reflection. The documentation checklist will be interpreted below:
No
Pre-service teacher problem reflected in their reflection.
Checklist
1 Instruction and goal
2 Content or material √
3 Method and technique √
4 Obstacle or other problem
