THE USE OF REFLECTION TO ENHANCE ELESP
STUDENTS’ SELF
-AWARENESS IN LEARNING
STRUCTURE II
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Rosa Faras Trisnasih Irianto Student Number: 121214074
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
THE USE OF REFLECTION TO ENHANCE ELESP
STUDENTS’ SELF
-AWARENESS IN LEARNING
STRUCTURE II
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Rosa Faras Trisnasih Irianto Student Number: 121214074
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
“Keep your
thoughts
positive because your thoughts become your words.
Keep your
words positive because your words become your behaviors.
Keep your behaviors
positive because your behaviors become your habits.
Keep your habits
positive because your habits become your values.
Keep your values positive because your values become your
destiny
.”
-Mahatma Gandhi-
I dedicate this thesis to
My Parents,
My Family,
vii ABSTRACT
Irianto, Rosa F. T. 2016. The Use of Reflection to Enhance ELESP Students’ Self Awareness in Learning Structure II. English Language Education Study Program, Departement of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.
This study analyzed the use of reflection to enhance students’ self-awareness in learning Structure II. Reflection is aimed at helping the students to consider events that have occurred in the past and then use that evidence to enhance the learning situation in the future (Gibson, 2012). Reflection allows the students to learn more
about students’ own selves, so the students can take responsibilities to their learning and engage in the learning process. In this study, the researcher was interested in employing reflection in Structure II course because the students are not accustomed to writing a reflection in courses which have rules like grammar. This can help the students to understand their level in learning Structure II and raise their awareness of improving their learning. As such, in this study, there is one research question to be answered: How did the students’ reflections enhance their self-awareness in learning Structure II?
This study employs qualitative research methodology. The researcher used reflection and interview as data gathering techniques to answer the research question. In addition, the data gathered were analyzed by using the analytic five-phase cycle data analysis by Yin (2011) to answer the research question. The participants of this study were three students of the English Language Education Study Program (ELESP), Sanata Dharma University who received a ‘D’ score in the previous course in academic year 2015/2016.
The findings showed that the reflections could enhance students’ self -awareness in learning Structure II. All of the students proved that reflections helped them to raise their awareness of the problems they faced in learning Structure and the importance of problem solving strategies. Moreover, reflections increase students’ awareness of their intrinsic motivation to learn structure and reflect their feelings in learning.
viii
ABSTRAK
Irianto, Rosa F. T. 2016. The Use of Reflection to Enhance ELESP Students’ Self
Awareness in Learning Structure II. English Language Education Study Program, Departement of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.
Penelitian ini meneliti tentang penggunaan refleksi untuk meningkatkan kesadaran diri siswa dalam belajar Structure II. Refleksi bertujuan untuk membantu siswa untuk menilik kembali kejadian di masa lalu dan menjadikannya bukti untuk meingkatkan pembelajaran di masa mendatang (Gibson, 2012). Refleksi membuat siswa belajar tentang dirinya sendiri, maka siswa dapat bertanggungjawab pada pembelajaran mereka dan terlibat di dalam proses belajar. Penelitian ini, peneliti tertarik untuk menggunakan refleksi pada matakuliah Structure II karena siswa tidak terbiasa menggunakan refleksi dalam matakuliah yang menerapan peraturan seperti tata bahasa. Ini dapat membantu siswa untuk mengerti level mereka dalam memahami Structure II dan meningkatkan kesadaraan mereka dalam memperbaiki cara belajar mereka. Seperti dalam penelitian ini, terdapat sebuah rumusan masalah yang akan dijawab yaitu: Bagaimana penggunaan refleksi siswa dapat meningkatkan kesadaran diri mereka dalam mempelajari Structure II.
Penelitian ini menggunakan penelitian kualitatif sebagai metode. Peneliti menggunakan refleksi dan wawancara sebagai teknik pengumpulan data. Lalu, data yang sudah terkumpul dianalisa menggunakan analiytic five-phase oleh Yin (2011)
untuk menjawab rumusan masalah. Peserta dalam penelitian ini adalah tiga siswa dari Pendidikan Bahasa Inggris, Universitas Sanata Dharma yang mendapat nilai D pada matakuliah prasyarat dari matakuliah Structure II tahun pelajaran 2015/2016.
Hasil penelitian menunjukan bahwa refleksi dapat meningkatkan kesadaran diri siswa dalam belajar Structure II. Semua siswa menunjukkan bahwa refleksi membantu mereka dlm meningkatkan kesadaran siswa terhadap masalah yang mereka alami dalam mempelajari Structure dan pentingnya strategi penyelesaian masalah. Selain itu, refleksi dapat meningkatkan kesadaran siswa terhadap motivasi intrinsik yang mereka miliki dan merefleksikan perasaan mereka dalam belajar
Structure.
ix
ACKNOWLEDGEMENTS
I would like to thank Jesus Christ for always giving me endless blessing, everlasting love and strengths. I know that I am nothing without His help and blessings. I believe that He has provided great plans for my future.
My deepest gratitude goes to my beloved advisor, Veronica Triprihatmini, M.Hum., M.A.for her willingness to spend her time reading and correcting my thesis. Her guidance in the process of finishing this thesis and her recommendations on what I had to do in order to accomplish this thesis made me confident that I could accomplish this thesis when I started doubting my ability.
I would also like to express my sincere thankfulness to all the lecturers and staff who have given me great time during my study and great experience for me to
remember. My gratitude also goes to the participants, for their cooperation and willingness in helping me obtain the data.
My special regards and gratitude are presented to my beloved parents, R.B Isnan Irianto and T. Enggar Sriasih, for their prayers, support, love and encouragement. I would also like to express my gratitude to my brother and sister.
x
I would like to thank my partner in my life, Rizky, as the one who always supports and cheers me up. Then, I thank my friends in class small C for being a great family during my study in Yogyakarta.
Last but not least, I thank the people whose names I cannot write down on this paper. I wish them all the best.
xi
TABLE OF CONTENTS
TITLE PAGE……….………..… i
APPROVAL PAGES……….……. ii
DEDICATION PAGE……….…... iv
STATEMENT OF WORK’S ORIGINALITY……….…. v
PERNYATAAN PERSETUJUAN PUBLIKASI……….….. vi
ABSTRACT……….... vii
ABSTRAK……….…... viii
ACKNOWLEDGEMENTS……….... ix
TABLE OF CONTENTS……… xi
LIST OF TABLE………. xiii
LIST OF FIGURES..………... xiv
LIST OF APPENDICES………. xv
CHAPTER I. INTRODUCTION….……….…... 1
A. Research Background………... 1
B. Research Problems………... 3
C. Problem Limitation………... 4
D. Research Objectives………....……... 4
E. Research Benefits………..………... 4
F. Definition of Terms………..……... 5
CHAPTER II. REVIEW OF RELATED LITERATURE... 7
A. Theoretical Description………..…….……... 7
1. Review of Related Research……….…….. 7
2. Reflection……….…... 9
xii
b. The Process of Reflection….……….……. 10
2. Self-awareness………. 13
B. Theoretical Framework……….……... 16
CHAPTER III. RESEARCH METHODOLOGY…..………... 18
A. Research Method………..…... 18
B. Research Setting……….……….…. 20
C. Research Participants……….………..………. 21
D. Research Instruments & Data Gathering technique ………... 21
E. Data Analysis Technique……….. 24
F. Research Procedure……...………... 26
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION... 28
A. The Reflections Raise Students’ Awareness of the Problems They Faced in Learning Structure……….………... 28
B. The reflections raise students’ awareness of the importance of problem solving strategies in learning Structure……… 34
C. The reflections Increased Students’ Awareness of Their Intrinsic Motivation to Learn Structure………. 41
D. The reflection increased students’ awareness of reflecting their Feelings……… 44
CHAPTER V. CONCLUSION AND RECOMMENDATIONS... 49
A. Conclusion.……….………...…... 49
B. Recommendations……….……….………...….... 50
REFERENCES……….…... 52
xiii
LIST OF TABLE
Table Page
xiv
LIST OF FIGURES
Figure Page
xv
LIST OF APPENDICES
Appendix A. Consent Form ...………...…… 56
Appendix B. Self-reflection Blueprint………..……….……… 57
Appendix C. Sample of Self-reflection ……….… 59
Appendix D. Sample of Disassembled Data..……… 61
Appendix E. Themes and Significant Statements (Reassembled Data)……….… 62
Appendix F. Interview Blueprint………...… 71
1 CHAPTER I
INTRODUCTION
This chapter provides background information related to the research. It describes six main parts in this research, namely research background, problem formulation, problem limitation, research objective, research benefits, and definition of terms.
A.Research Background
The students need reflection to help them in noticing and correcting their own mistakes to be successful in their studies. In other words, reflection helps them to find the strengths and weaknesses in their own learning processes. According to Ghaye (1998), reflection is the process of learning to affect future action. Therefore, the students are responsible to improve themselves based on the previous learning processes and get involved more in the future processes. Besides, the students are able to be aware of their learning processes by writing a reflection. In addition, the researcher has an experience in making a reflection. The researcher found difficulties in learning Structure such as memorizing the patterns and the functions of English sentences in each chapter. Then the researcher wrote a reflection to understand the problem and find the solution to solve it.
to raise their level of awareness. Therefore, they become more aware in recognizing situation which might lead them to deeper insights. The awareness of feeling in the learning situation can be the basis of reflection that lead to a deeper appreciation of the learning process and of the learner's ways of experiencing. Furthermore, after doing reflection, Gibson (2012) finds that the highest learning gain is awareness includes strengths, weaknesses, and priorities for the future development.
English Language Education Study Program (ELESP) students will be disappointed when they receive a D for Structure, because this subject is one of the basic elements in speaking and writing skills in English. They are expected to speak and write the sentences with correct grammar (Panduan Akademik Pendidikan Bahasa Inggris, 2012). Moreover, many ELESP students describe Structure II as one of the most difficult course in Semester II. The students do not understand the actual reasons which make them fail. As a result, they come to hate the course or the ways the lecturer teaches them. The students have to work hardly in doing a lot of practices to master it.
students are familiar with reflection in some courses such as Book Report or Basic Reading, but they rarely do reflection in Structure class which contains basic components and the rules of English sentence. Nonetheless, whether or not the students can do the experience successfully, this research is intended to help students to understand their capability and improve their scores in Structure II.
Based on the explanation above, this study aims to know the use of reflection applied by the students of Structure II class in ELESP of Sanata Dharma University to enhance their self-awareness. In the reflection, the students are invited to make sense of their practice, state whatever they feel and share their strengths and weaknesses which have to be improved. When the students make reflection, they recall and examine their learning to know what they are doing and how far they have learned. Hendricks (1981) states that the reflection is known as a willingness to examine values, beliefs, and past actions. It can help the students to understand their capability in learning Structure and make them aware of their strengths and weaknesses.
B.Problem Formulation
C.Problem Limitation
This research is limited to the analysis of reflection applied by the students of Structure II who had a D in the prerequisite course, particularly in Structure
class. Therefore, the participants of this research are limited. The participants are three students of Structure II class in ELESP of Sanata Dharma University in academic year 2015/2016. The researcher wants to investigate students who got D in the Structure I. In semester two, students need to struggle with new concept of Structure which is different from what they had learned in senior high school.
D.Research Objective
There is one objective related to the research problem. The objective of this research is to present the use of reflection to enhance ELESP students’ self -awareness in learning Structure II.
E.Research Benefits
This research is aimed to give benefits to students, lecturers, and readers as mentioned below.
1. The ELESP Students
2. The ELESP Lecturers
This research is to give information to the lecturers whether students’ reflection helps them in their teaching and learning process. Hopefully, lecturers can use the reflection to help their students to reduce weaknesses and develop
students’ strengths.
3. Readers
This research is to give an overview on the use of reflection to enhance
students’ self-awareness in learning Structure. Hopefully, it gives the readers new
knowledge and information about the use of reflection for their life.
F. Definition of Terms
This section provides the definition of terms used in this research. There are three terms conducted on this research. The following is the definition of each term.
1. Reflection
ELESP students of Sanata Dharma University. This term is used in the next chapter, so it can help the readers to understand the next part easily. In this research, reflection refers to an activity which helps the students to improve their learning process based on the previous learning experience.
2. Self-awareness
Self-awareness is capability of people to notice themselves and take themselves in past, present, and future condition (May as cited in Kuswara, 1987). Self-awareness allows students to have a clear perception of students’ personality, including strengths and weaknesses, thoughts, beliefs, motivation, and emotion. Self-awareness helps students to understand their capacity in the process of learning. Self-awareness makes students actively identifies, processes, and stores information in their learning environment. Students need self-awareness to control their learning behavior. Having a clear understanding of thought and behavior patterns helps students to enhance students’ willingness in learning activity. In this research, self-awareness refers to recognition which makes the students to be interested in improving their learning. This term is used in the next part of this research because the students’ self-awareness is related to reflection. Therefore, the researcher wants the reader to be familiar and understand the main idea easily. 3. Structure II
7 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the theoretical description and theoretical framework of the research. The theoretical description provides some theories and concepts used as the foundation of this research. Meanwhile, the theoretical framework presents the relationship between the basic theories used in this research and how those theories support the research.
A.Theoretical Description
In this section, the researcher discusses the theories that support this research. There are two main points explained in this section. Firstly, the researcher describes the theories of reflection that cover the nature of reflection and reflection process. Secondly, the researcher presents the theory of self-awareness. However, in the beginning of this part, the researcher also discusses some related studies which are related to this research.
1. Review of related research
The research which is conducted by Ong (2004), shows that reflection
their self-awareness. Thus, she describes that reflection has an important role in students learning since it relates the new learning material and prior knowledge and enhances self-awareness.
Furthermore, Jensen (2009) conducted similar research in using reflective
journal to improve students’ self-awareness. The research was conducted in
Aalborg University Denmark. The participants of this research were foreign students. In connecting students’ experiences toward the subject, the students
were demanded to make a personal portfolio in a form of reflective journal where they could reflect their experiences on the subject. In the research, Jensen examined students’ reflective journal and found that most of the students are
aware of what they have learned and 60% of the students showed improvement in their learning capability.
Those studies show that reflection helps students in their learning
especially in improving students’ self-awareness. Thus, a study on reflection is
beneficial to be conducted in order to use it in Indonesia context, more specifically at ELESP of Sanata Dharma University.
2. Reflection
In this section, the researcher presents the description of reflection. There are two points to be discussed, they are the nature of reflection, and reflection process.
a. The Nature of Reflection
According to Ghaye (1998), future action is affected by doing reflection continuously through looking back and making sense of learning. Taylor presents reflection as a stage in the learning process which occurs after an activity has been done towards the latter part of a one-semester course, for instance (Taylor, 1981 as cited in Boud et al., 1985).The capacity to reflect is developed to different stages in different people and it may be this ability which characterizes those who learn effectively from experience.
Reflection supports students to recognize their experiences so that they can integrate their experience and learning process. Gibson (2012) describes that reflection is aimed at helping the students to consider events that have occurred in the past and then use that evidence to enhance the learning situation in the future. This allows students to respond to experiences using a more critical thinking, challenge themselves to experience personal growth and development, and share their opinions and feelings with their friends. Watson (1996) describes that reflection takes students to think and action a step beyond what they usually do. This is important to draw upon learners' prior experience and to provide opportunities for them to be engaged actively in what they are learning.
b. The Process of Reflection
Figure 2.1 AModel of Reflection in the learning process (Boud et al., 1985)
Figure 2.1 shows that the process begins with experiencing the experiences in an activity in which they produce some information about their behavior, ideas, feelings or perhaps their values (Boud et al., 1985). The goal in the first stage is to develop participants’ common base of information or experience to use in the
discussion that follows.
events can bring us to an awareness of the feelings presented during the initial experience.
The second element, attending to feelingshas two aspects: using positive feelings and removing obstructing feelings (Boud et al., 1985). The use of positive feelings involves focusing on positive feelings about learning and the experience which is subject to reflection. This may involve the conscious recollection of good experiences, attention to pleasant aspects of the immediate environment, or the anticipation of the possible benefits to be derived from the processing of events. The use of our positive feelings is particularly important as they can provide to help us seeing events more sharply and they can provide the basis for new affective learning. According to Boud et al. (1985), removing obstructing feelings is a necessary precursor to a rational consideration of events. It involves whatever needs to be done in order to remove impediments to a thorough examination of the experience.
personal destructive habits. In this stage, the students are trying to thinking reflectively about what the reasons are and why they choose to act like that.
The outcomes of reflection may include a new way of doing something, the clarification of an issue, the development of a skill or the resolution of a problem.A new cognitive map may emerge, or a new set of ideas may be identified (Boud et al., 1985). The changes may be quite small or they may be large. The students could involve the development of new perspectives on experience or changes in behaviour.What is important is that the learner makes a commitment of some kind on the basis of his or her learning. Action ends the reflective process for the time being and some benefits of reflection may be lost if they are not linked to action.
3. Self-awareness
they find the truth about their learning. They examine their learning whether it meets their learning needs which lead them to take on the responsibility of the truth they have found.
Self-awareness is one of the important components of Emotional Intelligence. Lier (1996) describes self-awareness as knowing what you are doing and why. In this research, self-awareness deals with knowing and examining what we have done in the learning activity. Self-awareness in intelligence is ability to recognize emotions and sort out feeling, aware of the existence of emotion, know the strengths and the limit of self. Students need self-awareness to develop their quality of learning process. Personal development starts at a point of self-awareness; in fact, it may as well be the ultimate end (Johns, 2005). Self-awareness makes students understand that they need to change their destructive habits. In addition, students who have good self-awareness will develop themselves effectively. It is impossible to develop and grow themselves with a lack of self-awareness (Johns, 2005).
Moreover, Gebhard and Oprandy (1999) explain four avenues to self-awareness namely problem solving, seeing what happens, seeing what it is, and clarifying feelings. The first avenue is problem solving. Being aware of their learning, students need to solve problems they face. As an instance, there is a student who gets a bad mark for a particular subject. The student tries to understand what causes the bad mark. The student finds that he rarely studies the subject. Then he tries to solve the problem by studying more to understand better. Here, the student changes his behavior and gains awareness of his own learning and practice to solve his problem.
The second avenue is seeing what happens in the learning can be done by trying the opposite to the usual things. For example, a student usually reads the materials before the class that helps him a lot in his earning. To see what happens in the learning, he needs to do the opposite by coming to class without reading the materials in advance. Through this, self-awareness can be obtained.
The third avenue is seeing what it is. In this avenue, there are two-lane avenues to obtain the self-awareness. The first is contrasting what we do with what we think we do. To accomplish this, keeping record of what we have done is needed. Here, students can obtain their self-awareness by writing a reflection. The second lane is considering what we believe in light of what we do. It deals with finding out whether student’s beliefs match the actual processes or not. For
example, a student believes that he has done the best he could in the exam. He believes that he will get good mark. In fact, he doesn’t get good mark for his exam
students can see what the learning is by contrasting what we do with what we think and considering what we believe in what we do.
The last avenue to self-awareness is clarifying the feelings. By exploring their feelings of the learning, students are able to gain learning awareness. The feelings about thing are able to affect the behavior. Hence, clarifying the emotional side is needed and reflections are suited to this avenue.
B.Theoretical Framework
The theories above are the basis that is used by the researcher to answer the research problem of this study. There is one research problem in this study; how did students’ reflection enhance their self-awareness in learning structure II. The researcher uses Boud’s reflection model theory in order to guide the participants in doing good reflection. Boud et al. (1985) designs a reflection model in the learning process because it is important to combine experience and reflection to gain good outcomes and develop greater personal development.
To find out the use of reflections in enhancing the students’ awareness, the researcher divided the discussion into some parts. The first, to figure out the students’ awareness of many problems they faced in learning structure, the
researcher uses Walker’s statement about reflection helps students to be more
aware in recognizing situation. The second, in order to discover the students’ awareness of problem solving strategies, the researcher uses Gebhard and
Oprandy’s (1999) theory about problem solving skill. The third, to find out the
(2007) statement of internal interest and satisfaction which is refers to intrinsic motivation. The last, to know the importance of reflecting student’s feelings in learning, the researcher uses Gebhard and Oprandy’s (1999) theory about the
18 CHAPTER III
METHODOLOGY
This part discusses the methodology of the research. It comprises the research method, research setting, research participants, research instrument and data gathering technique, data analysis technique, and research procedure.
A.Research Method
This research aims to investigate the use of reflection to enhance students’
self-awareness in learning structure II. Therefore, the method of this study is descriptive qualitative research. According to Merriam (2002), the key of qualitative research comes with the idea that meaning is constructed by individuals in interaction with their world. Ary et al. (2010) says qualitative research has words and images of the data form. Fraenkel and Wallen (2009) support that one of qualitative research characteristics is that the data form consists of words and images. A qualitative approach was chosen in this study because it could provide a deeper understanding of social phenomena that would be obtained from purely quantitative data (Silverman, 2005).
In addition, the idea of the study is to identify the use of reflection to enhance students’ self-awareness. There were some types of qualitative research
a picture of a situation as it naturally happens. Then, Burns and Grove (2003) describe a qualitative approach as a systematic subjective approach used to describe life experiences and situations to give them meaning. Moreover, Holloway and Wheeler (2002) refer to qualitative research as a form of social enquiry that focuses on the way people interpret and make sense of their experience and the world in which they live. Researcher used the qualitative approach to explore the behavior, experiences and feelings of people. For the purpose of this research, descriptive research was used to obtain a picture of the use of reflection to enhance students’ self-awareness in learning Structure II.
Because of that reason, the researcher chose descriptive qualitative research as the method and qualitative approach in this research.
According to Merriam (2002), there are four strategies for promoting validity and reliability in a qualitative research namely triangulation, member checks, peer reviews, self-reflexivity or researcher’s position. Those strategies ensure for adequate treatment in a qualitative research inquiry and it can support the findings of a research. However, the researcher only used one strategy namely member checks. According to Merriam (2002), member checks is “taking data
and tentative interpretations back to the people from whom they were derived and asking if they were plausible.” (p.31). In the reflection process and interview
B.Research Setting
The research was conducted in the second semester of the 2015/2016 academic year. The setting was in Sanata Dharma University. It was chosen because the researcher is a student in Sanata Dharma University and this helped the the research to process the research. The researcher chose to do a research in Structure II because that was a transition experience from the first prerequisite subject. The reflection as a process in the learning process which occurs after important activity has taken place, towards a one-semester course, for instance (Taylor, 1981 as cited in Boud et al., 1985).
C.Research Participants
The researcher used non-probability and purposive sampling. According to Parahoo (1997), in non-probability sampling researcher uses their judgment to select the subjects to be included in the study based on their knowledge of the phenomenon. In addition, the sample of purposive sampling has been chosen for a specific purpose (Cohen, Manion, and Morrison, 2007). The researcher chose the samples which fulfilled the researcher’s specific needs. In order to answer the
research problems, the participants of this research were three students of ELESP, Sanata Dharma University who received a D in the prerequisite subject. The researcher chose the students who received a D because the researcher thought that it was easier to identify the progress of the research.
There were three students accepted and confirmed that they were willing to be participants in this research. Holloway and Wheeler (2002) say that sample size does not influence the importance or quality of the study and there are no guidelines in determining sample size in qualitative research.
D.Research Instrument and Data Gathering Technique
In this section, the researcher discusses the instruments used in this research. The researcher used the students’ reflection and interview technique to
instruments’ are the researcher can have adaptability, responsiveness, knowledge, ability to handle sensitive matters, ability to see the whole picture, ability to clarify and summarize (Lincoln and Guba, 1985). It aims to collect the detailed description of participants’ experience. According to Fraenkel & Wallen (2012), the participants’ written and oral self-report can also be evaluated. The researcher
used two instruments for the data gathering techniques. The researcher used reflection and interview from the participants.
1. Reflection
In order to get information about the use of reflection to enhance students’ self-awareness, the researcher asked the students to write some reflections. In this research, the researcher used the students’ reflections as the document to collect
data. Documents are good data collection because they can provide good descriptive information (Ary et al., 2010). In addition, Bernard (1988) has similar description about document study that it has always been an important component of qualitative research. The document study has advantages such as it is flexible and it allows the access to subjects that may be difficult to research through direct personal contact. There were some questions of the reflection to know the participants’ experience in details during Structure II. The question of the reflection should cover participants’ understanding of the experience so they would get benefits. The first benefit is reflection allows us to put and to use what students learn from experience (Gardiner as cited in Tarvin, 1991). The second benefit is reflection helps raise students’ awareness as learners and to see that we
students’ learning involvement in their own learning because they begin to
perceive the purpose for their assignment (Campbell, 2000). 2. Interview
In order to get better understanding of the participants’ refection, the
researcher conducted interview. The researcher used interview as secondary data to support the main information about the use of reflection to enhance students’ self-awareness in learning Structure II. Interview is a suitable instrument to know deeper about people’s experience (Ary et al., 2010). In order to gather the data,
this interview used open-ended items. Open-ended questions have a number of advantages: they are flexible; they allow the participant to review so that she may go into more depth; they enable the interviewer to test the limits of the participant’s knowledge; they encourage cooperation and help establish rapport;
and they allow the interviewer to make a truer assessment of what the participant really believes.
The researcher used Bahasa Indonesiaor the participants’ first language
E.Data Analysis Technique
The data analysis technique that the researcher used to analyze the data in this study was Analytic Phases in qualitative research by Yin (2011). There were five steps, namely compiling, disassembling, reassembling (and arraying), interpreting and concluding.
1. Compiling
The first phase of qualitative data analysis process is compiling. The researcher should start by sorting the field notes amassed from your fieldwork and other data collection (Yin, 2011). The function of this step is to make the researcher understand the condition of the participants’ experiences. In this step,
the researcher needed to read and listen to the data for many times to get better understanding about the data. Then, for oral data from interview, the researcher made transcripts to be read many times. Compiling, means putting them in some order and then the finished compilation might be considered a database (Yin, 2011).
2. Disassembling
researcher did not use coding in disassembling data. The researcher directly analyzed the original data and made notes.
3. Reassembling
This third phase may be considered a reassembling procedure. The researcher used the substantive themes to recognize the disassembled fragments (Yin, 2011). The rearrangements and recombination may be facilitated by depicting the data graphically or by arraying them in list of the theme.
4. Interpreting
The fourth phase is interpreting the reassembled data. This step involves using the reassembled material to create a new narrative, with accompanying tables and graphics and it will become the key analytic portion of your draft manuscript (Yin, 2011). Initial interpretations may lead to the desire to recompile the database in some fresh ways, or to disassemble or reassemble the data differently. All of these sequences are represented by the respective one-way and two-way arrows.
5. Concluding
The fifth and final phase is concluding. It calls for drawing the conclusions from the entire data. Such conclusions should be related to the interpretation in the fourth phase and through it to all of the other phases of the cycle (Yin, 2011).
types of arrows, which are one-way and two-way (Yin, 2011). The two arrows means the researcher could go back in particular phases.
Figure 3.1 Five Phases of analysis and their interaction (Yin, 2011)
F. Research Procedure
Several steps were passed by the researcher in conducting this research which are explained as follow.
1. Asking Permission
2. Preparing the research instrument
There were two research instruments used by the researcher, namely reflection and interview. The reflection was designed to get the data needed. Then, the interview was conducted as the evidence of the reflection.
3. Using the instrument
The researcher asked the participants to make reflection. The reflection was to share the participants’ experiences in Structure II, understand their
weaknesses and strengths, and explore the information in depth. It was held on 19th February until 3rd April, five times for each participant. Furthermore, the interview was to support the reflection. It was held on the last meeting of this research. The reflection and interview were done in Bahasa Indonesiain order to prevent the misunderstanding of the participants about the questions and answer. It made the participants feel more comfortable to answer and share their experiences honestly.
4. Analyzing the data
The data obtained from two phases, namely analyzing document results of students’ reflectionsand interviewing three students, were analyzed by comparing them to the theories. Then, the researcher reported the results of data analysis in research results and discussion after completing all procedures.
5. Making Conclusions
28 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter presents and discusses the results of the research which are obtained from the reflection and the interview guided by the researcher. The researcher elaborated the use of reflection to enhance the students’ self-awareness into four main parts. First, the researcher discussed the students’ awareness of many problems they faced in learning structure. Second, the researcher discussed the students’ awareness of the importance of problem solving strategies in
learning. Third, the researcher elaborated the intrinsic motivation that appeared in the reflection. The last, the researcher deliberated the importance of reflecting student’s feelings in learning.
There were five phases conducted in this study, namely compiling, disassembling, reassembling, interpreting and concluding. After conducting the first and the second phase, the researcher moved to the third phase, namely reassembling. In this phase, the researcher clustered the data into four substantive themes. The themes are all about the use of reflection to enhance students’ self
-awareness in learning structure II.
A.Reflections Raise Students’ Awareness of the Problems They Faced in
Learning Structure
no willingness, grumble, lack of memorization, and difficulty in understanding of the material.
The first student, AL, said that she had poor time management. In the statement, she had a lot of tasks. However, she also joined some organizations in her campus. AL also said that she got tired easily after attending organization, so she was not interested in studying. She could not handle her time well in order to balance her study time and organization time.
“Di minggu kedua ini aku ngerasa pengaturan waktuku kacau. Aku
mulai ikut organisasi di kampus dan itu bener-bener buat capek. Aku jadi males buat belajar karena udah capek duluan. Nah, waktu kumpul organisasi itu sehari sebelum kelas Structure, jadi kadang
aku ngerjain tugasnya di kelas.” (AL, day 2)
In the second week, I felt that I had poor time management. I started to join organization in the university and it made me very tired. I was lazy to study because I had already tired. In addition, the time for organization was a day before structure class, so sometimes I did the tasks in the class. (AL, day 2)
Then, the second student, DE, also experienced poor time management. However, DE’s experience was different from AL. In the statement, DE explained that she had poor time management in learning structure, because she spent most of her time to hang out with her friends and did not pay much attention about her tasks and her study time. It was difficult for her to understand the material because she did not have enough time to study the material. Her bad time management caused her not focus on studying.
ngerjainnya. Gimana mau ngerti karena belajar aja enggak pernah.” (DE, day 1)
My big problem was time management. Because of I like to hang out with my friends so I did not care about my tasks. It made me could not overcome many tasks and did not know how to solve it. How could I understand if did not study. (DE, day 1)
Besides, DE said that she was procrastinating her time to study. DE was not having eagerness to study or practice by her own. She stated that she never studied or practice without lecturer’s instruction, which means she always studied
or practiced if her lecturer gave them some instructions. Unfortunately, DE knew that she had a task from the lecturer but she still procrastinated her time to do it. Here is the example of the DE’s reflection in day 3.
“Aku pernah dimarahi oleh dosen karena enggak bikin
tugas.Sebenernya itu karena aku nunda buat ngerjainnya sampe aku lupa buat ngerjain.(DE)
She has ever been scolded by the lecturer because I did not work on my tasks. Actually it was because I procrastinated to do it until I forgot to do it. (DE)
“Aku enggak pernah belajar kalau enggak ada tugas dan aku biasanya belajar malemnya kalau ada tes atau kuis.Ya memang sih nyantol tapi banyak lupanya.Hal itu membuat nilaiku enggak
maksimal.”(SA)
I never studied unless I had homework and I usually study a night before quizzes or tests. In fact, I could remember it in short time
Then, the second and the third problems faced by the students were lack of memorizing ability and difficult in understanding the course. Here are the examples of AL’s reflection in day 1.
“Ada banyak banget masalah saat aku belajar Structure. Saking banyaknya aku tidak bisa mengatur dan menyelesaikan semua permasalahanku. Aku sering kabur dari masalahku di kelas Structure. Alasan utama yang aku punya adalah aku tidak mengerti pelajaran itu dan itu membuatku sulit untuk mengingat mengenai pelajaran itu. Misalnya aku belajar tentang perfect tense, aku tau rumusnya kayak gimana tapi kalo pas ngerjain soal tanpa liat catatan pasti aku kebalik-balik sama rumus tenses lain. Aku juga tidak ngerti perfect tense itu kapan digunakan. Lalu, menurutku penjelasan dosen itu gak jelas.”(AL)
There were many problems when I learned Structure. Therefore, I could not handle and solve my problems. I usually escaped from my problems in structure class. The main reason was because it was difficult to be understood and it made me difficult to memorize that subject. For example, I studied perfect tense, I knew the patterns but when I did a task without saw my note I was confused with other tenses. I also did not understand when perfect tense is used. Then, I thought the lecturer’s explanation was not clear. (AL)
perfect tense, karena V3 jarang dipake sebelumnya jadi aku merasa tidak familiar.” (AL)
I also had another problem in memorizing new material quickly. For example I could not remember the V3 from perfect tense, because V3 was seldom to be used before so I felt unfamiliar. (AL)
AL explained that she had problem in learning structure. She said that she had difficulty in understanding new material when doing tasks without seeing her notes. It was confusing for her to choose the right tenses used in sentences. It was difficult for her to memorize all of the material because they were unfamiliar for her.
The second student, DE, also had problem in understanding the material. She said that Structure has many patterns and its functions which made her confused. She explained that she usually confused to detect the right pattern used in the error analysis.
“Aku suka bingung kalotugas error analysis. Kan gak ada instruksinya kalo harus pake pattern yang mana sama pas nyocokin
ke soalnnya yg susah dimengerti.” (DE, day 2)
I was confused in the tasks of error analysis. There was no instruction to use what pattern and when match the pattern and the task which was difficult to be understood.” (DE, day 2)
was only a secondhand book from his brother. The appearance of the structure book was not in a good quality.
“Sebelumnya aku enggak niat belajar, aku pikir kok susah amat Structure buat di pelajari.Boro-boro belajar buat Structure niat buat buka bukunya aja enggak.Buku yang aku punya itu lungsuran dari kakak tingkat jadi bukunya kucel dan udah gak jelas.(SA, day 1) I had no intention to study before, because I thought it was difficult. Not only had no intention to study Structure, but I also had no intention to open the Structure guideline book. (SA, day 1)
Then, the last problem was grumble. The student who had problem in grumbling is AL. She explained that she usually grumbled about difficult tasks before trying to answer it. She also grumbled about her structure class schedule because it was started in the early morning. She said that she was ever absent from the class because she came late.
“Biasanya aku suka mengeluh tentang tugas-tugas sulit yang dikasih dosen. Terus mbak kelas structure ku itu pagi jadi sering mepet datengnya, pernah aku dateng telat dan aku tidak boleh ikut sama
dosenku.” (AL, day 3)
I usually grumbled about some difficult tasks from the lecturer. Then, my structure class was early morning so I often came close to the time. I ever came late and the lecturer told me not to join the class. (AL, day 3)
Based on the result of students’ reflections, all of them said that they found
own problem in learning Structure. It proves that reflections raise students’ awareness of the problems they faced in learning structure.
B.The reflections raise students’ awareness of the importance of problem
solving strategies in learning Structure
This part discusses students’ awareness of the importance of problem
solving strategies in learning Structure. Problem solving strategies is needed by the students to overcome their problems. Each student has different strategies to solve their own problems. Based on the problems faced by the students, they had to solve their problems in order to develop their learning. The first problem was poor time management. Here were the problem-solving strategies used by the students to overcome their learning obstacles.
AL said that she had poor time management to study because of her campus organization schedule. After doing reflection, AL tried to overcome her problem by making agenda to help her in recognizing her study time. She explained that agenda could help her in managing her study time. She listed her leisure time and tried to study on it. After that, she could take rest after attending organization in her campus because she had already study Structure.
“Aku mulai nulis kegiatan dan waktu luang ku dalam seminggu. Nah dari situ aku tau kalo hari jumat sama sabtu aku punya waktu buat belajar. Sekarang kalo pulang organisasi aku bisa langsung tidur karena udah belajar kemarennya.” (AL, day 2)
Then, DE had poor time management because she spent most of her time to hang out with her friends and did not pay much attention about her tasks and her study time. In the process of the reflection, she found that she was careless about her study and she decided to solve her problem by managing her time. She tried some strategies to solve it. DE strategy was almost same as AL, she made agenda. First, she listed all of her activity except basic activity and the detail time. Next, she tried to decrease some useless activity and increase beneficial activity. She began to decrease her hangout activity and increase her study time. This activity helped her to realize that she had some destructive attitudes and to think the solution to decrease it. Here is the DE’s reflection in day 1.
“Solusi yang bisa aku lakuin yaitu mencoba mengatur waktu buat
belajar.Aku harus mencoba untuk berlatih untuk dapat pemahaman yang mumpuni mulai dari sekarang. Aku enggak mau tertinggal sama teman-teman kelasku. Pertama-tama aku niru temen kelasku yang selalu menulis jadwal kegiatannya di buku agendanya. Aku membuat buku agendaku sendiri dan mulai menulis kegiatan yang aku lakukan dalam satu hari, lalu aku melihat kalo perbandingan jalan-jalan sama belajar gedean jalan-jalannya. Jadi, aku mulai deh untuk mengurangi jalan-jalan dan menambah waktu untuk
belajar.”(DE)
The solution which I could do was managing my time to study. I should try to practice from now to get better understanding. I did not want to be left behind by my classmates. First, I imitated my classmate who always wrote her activity on her book. I made my report book and started to write my activity all day on it. Then I saw the percentage of hang out and study, and I found that I spent many time for hang out. Therefore, I began to decrease time for hang out and increase time for study. (DE)
decreased hang out time which she considered as her obstructing activity and she increased her study time as beneficial activity. It means that her self-awareness of her problem solving skill was enhanced. It could be seen from her changes in behavior with her action to be better than her past.
Moreover, DE said that she had ever been scolded by the lecturer because she procrastinated her time until she forgot to do the tasks. Then, she decided to change it. She did the exercise first even before the lecturer made it as the assignment as her. Therefore, when the exercise became the assignment DE had already finished it. Here is the DE’s reflection in day 3.
“Nah, jadi aku sekarang selalu ngerjain latihan sebelum jadi
tugas.Biar kalo itu jadi tugas aku udah selese duluan.Urusan bener salahnya belakangan.”(DE)
Therefore, I always did the exercise first even before it became the assignment. Then, if it became the assignment I had already finished it. The answer was wrong or true it would be thought later. (DE)
In addition, SA said that he was a lazy person and a procrastinator. He could not manage his time to study. He liked to play games and watch soccer in night. After doing reflection, he decided to make a change to be a diligent person by studying the material from the lecturer. He recognized that his bad score were made because of his attitude. Here is SA’s reflection in day 2.
“Aku adalah tipe orang yang males belajar tapi menginginkan nilai yang tinggi. Tapi setelah aku melakukan refleksi ini pikiranku jadi terbuka untuk melihat dunia dari segi yang realistis.Setiap ada pengumuman kuis untuk minggu depan, aku mencoba untuk berlatih setiap hari dengan tujuan agar aku familiar sama tipe-tipe
pertanyaan sesuai topik.” (SA)
realistic side. If there was an announcement of quiz for next week, I tried to practice every day in order to make me became familiar with many kinds of questions in the topic. (SA)
Then, the second and the third problems faced by the students were lack of memorizing ability and difficult in understanding the course. There were two students who experienced these problems, they were AL and DE. In the process of reflection, AL tried to solve her memorizing problem by removing her obstructive feeling which was being unfamiliar with new material. She did it by doing some strategies. First, she read in the internet about V3 because she thought that the example in the book was limited. Then, she tried to listen to western music to find some past participle verbs. When she found those verbs, she put them in her notebook. AL also tried to solve her problem in understanding material by doing some exercises about perfect tense from internet, book, and material from the lecturer. Here is the evidence of AL’s reflection in day 1.
“Solusi yang aku punya adalah baca di internet tentang V3 dan
perfect tense.Intinya sih biar aku familiar dan lebih paham tentang perfect tense karena penjelasannya lebih mudah dimengerti dan juga banyak soal latihan.Aku juga jadi suka dengerin musik Barat dan mencatat V3 yang aku temui di lirik untuk lebih mengenal dan memahami penggunaannya.Tetapi aku juga tidak lupa untuk belajar
dari buku Betty Azhar dan materi yang diberikan oleh dosen.”
After doing reflection, AL could find her problems namely understanding and memorizing the material which were caused by unfamiliar verbs. She also found ways to solve her problems such as studying from internet, book, material from her lecturer and listening to the western music. It means that her self-awareness of her problem solving was increased. Besides, she also made a commitment to her action.
In addition, DE also had problem in understanding the material. Although DE had same problem with AL, she had her own strategy to solve her problem. She explained that she usually confused to detect the right pattern used in the error analysis. Then, she had strategy to overcome her problem. She added her study and practice time. She browsed on the internet to the material which related with error analysis.
“Kayaknya aku harus menambah jam belajar sama latihanku karena aku masih belum menguasai materi. Aku juga akan cari-cari materi terkait untuk latihan biar pas aku ngerjain error analysis aku
enggak bingung lagi.” (DE, day 2)
“I thought that I need to add my study time because I did not master the material yet. I will also search the related material in the internet so that I was not confused to do the error analysis. (DE, day 2)
AL and DE’s reflections above showed that they had already used strategy
to solve their problem in understanding and memorizing the material.
to do his tasks. He said that it could help him in gaining willingness because video was more attractive than a book, so he could start to think about study Structure. He also tried to do his tasks after he got new understanding from the video and internet.
“Aku memiliki beberapa cara untuk mengatasi masalah dengan niat ku ini. Sebelumnya aku sudah mencoba berbagai cara tapi tetap nggak bisa, tetapi dengan cara yang ini aku bisa sedikit mulai tertarik. Cara-cara yang aku lakuin itu baca dari internet untuk mengganti buku ku yang sudah jelek, sama liat video tentang materi untuk dapet pemahaman yang lebih baik sama niat buat ngerjain tugas. Itu membantu sih buat aku karena menurutku penjelasan di video lebih menarik sama gampang di mengerti dibandingkan baca buku. Setelah, dapet pemahaman barudeh nyoba ngerjain tugas.”
(SA, day 2)
I had some strategies to solve my willingness problems. I had tried many strategies before, but it could not work on me. However, with these strategies I could try to begin interesting. The strategies were read in the internet to replace my bad book, and watch video about the material to get better understanding and willingness to do my tasks. It worked on me because the explanation in the video was more attractive and easy to understand than read a book. After getting understanding then I tried to do my tasks. (SA, day 2)
After doing reflection, SA could find his problem namely lack of willingness. He also found strategies to solve his problems such as reading article in the internet and watching video about the material. He said that it could help him to get better understanding and increase his willingness to study structure. It means that his self-awareness of her problem solving was enhanced and it can be seen from his commitment to action.
could not change the schedule because it was the policy of ELESP. Therefore she chose to make different actions to gain better outcome. She tried to change her grumble into some actions. For example, she stopped to grumble and did her tasks. Another example was she tried to wake up earlier by setting alarm then she would not get late. Here is the evidence of AL’s reflection in day 3.
“Sekarang, aku mengerti kalau keluhanku itu tidak akan mengubah
apapun yang ada.Lalu, aku memutuskan buat mengubah kebiasaan jelekku yang suka mengeluh dan mulai mencoba mengerjakan tugas yang sulit tadi. Aku juga mulai untuk bangun lebih pagi dengan menyetel alarm biar tidak kesiangan. Sebenernya pas di awal
kesusahan tapi aku bisa menyelesaikannya.”(AL)
Now, I really understood that my grumble would not change anything. Therefore, I decided to change it and tried to do the difficult tasks. I also tried to wake up earlier by setting alarm so that I would not be late. Actually, it was not easy in the beginning but I finished it. (AL)
After doing the reflection, she found that it was beneficial for her. She used to grumble many times for difficult tasks and morning schedule. Then she did the opposite by trying to stop grumbling and starting doing it. The result of doing the opposite action was she could think positively. She finished her tasks by herself and it gave her better understanding about the material, and she had healthy body because she woke up earlier in the morning. She could decide the best action; grumbling or doing it.
beginning, they had many problems such as poor memorizing, poor understanding, poor time management and lack of willingness. Afterwards, they made reflection and they found that some strategies could be used to solve their problems. For example, AL used some strategies such as listening to Western music to make herself familiar with V3. Another example was SA watched video to understand the material related to the subject because he thought video was more attractive than a book. Besides, it could gain his willingness. Based on the result of students’ reflection, all of them said that they had improvement in their problem solving strategies.
C.The reflections Increased Students’ Awareness of Their Intrinsic
Motivation to Learn Structure
This part discusses the students’ awareness of their intrinsic motivation to
learn Structure. Moreover, this part focused on the awareness of each student to make it clearer.
The first student, AL, stated that in the first time she wanted good score to make her parents proud. However, she also wanted to be visible in her friends’ eyes. She tried to prove that she was not invisible.
“Aku tuh nggak punya temen lho mbak di kelas. Aku tuh kalo di kelas kayaknya enggak keliatan.Hal itu mbuat aku sedih.Aku mau buat orang tuaku bangga dan aku bakalan buktiin kalo aku itu
terlihat.” (AL, day 2)
AL’s awareness of her intrinsic motivation could be seen when she had
motivation in proving that she was visible to her friends.
Then after doing some reflections, DE began to realize that study is important for her career. DE understood that she had to study to get good score. Then she managed her time well and took her responsibility for her commitment. Here is the evidence of DE’s reflection in day 3.
Hal itu mbuat aku malu, makanya aku mau berubah untuk mbuktiin kalo aku itu bisa kayak temen-temen.(DE)
It made me shame, so I want to change it to give evidence that I could be the same with my classmates. (DE)
DE said that she did not want to be left behind her classmates. Therefore, she tried to add more her study time. She wanted to catch up her friends in learning Structure. Here is DE’s reflection in day 5.
“Aku meluangkan waktu 10 menit sehari untuk belajar dan berlatih
soal-soal Structure II.Aku ingin mendapatkan nilai yang memuaskan dan membuat orang tuaku bangga. Aku akan belajar tidak hanya dari buku saja tapi juga dari internet, karena aku bisa lebih memahami materi dari berbagai sumber. Minggu lalu aku kehilangan waktu belajar Structureku karena aku memiliki tugas kelompok Speaking. Aku ngerasa bersalah sama diriku sendiri dan aku mengganti jadwalku yang hilang tadi di lain hari. (DE)
I spent ten minutes a day to study and practice Structure II materials. I wanted to get good score and make my parents proud of me. I would study not only from book but also from internet because I could understand the topic with many sources. The previous week, I missed two days to study and practice Structure II because I had to do speaking group assignments. Therefore, I was sorry for myself and replaced the missing time to another day. (DE)
classmates. Then, she spent 10 minutes to study and practice Structure in order to get good score like her friends. In addition, she felt sorry for herself when she could not fulfill her commitment. Therefore, she replaced her missing study time to another day. Based on the evidence above, DE’s awareness of intrinsic
motivation was increased.
After that, the third student, SA, stated that he realized that useless thing such as playing game and watching soccer that wasted his time and money. SA recognized that studied in ELESP, Sanata Dharma was expensive. Therefore, he tried to decrease his useless behavior and appreciate his time and money to his study.
“aku suka bolos gara-gara main game sama nonton bareng bola malem-malem. Dulu aku pikir ah nggak papa.Tapi, mama telfon kalo uang bulanan buat aku telat. Aku sadar kalo uang buat kuliah di PBI ini nggak sedikit, dan aku cuma buang-buang waktu kuliah yang udah mama bayar buat aku. Lalu aku mulai untuk mengurangi kebiasaan jelekku itu.” (SA, day 1)
I used to miss the class because playing game and watching soccer in late night. I thought I was okay, but my mother called me to inform that my money for this month would be late. I realized that I need much money to study in ELESP and I just wasted my study time. Therefore, I tried to decrease my destructive behavior. (SA, day 1)
