REFLECTIVE TEACHING PRACTICE OF PRE-SERVICE TEACHERS FOR YOUNG LEARNERS AT A TEACHER TRAINING INSTITUTE.

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Dini Mustaqima, 2013

Reflective Teaching Practice Of Pre-Service Teachers For Young Learners At A Teacher Training Institute

Universitas Pendidikan Indonesia | repository.upi.edu

REFLECTIVE TEACHING PRACTICE OF PRE-SERVICE TEACHERS FOR YOUNG LEARNERS AT A TEACHER TRAINING INSTITUTE

A RESEARCH PAPER

Submitted to the English Education Department of the Faculty of Language and Fine Arts Education of the Indonesia University of Education in Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree

Written by:

Dini Mustaqima NIM. 0902353

ENGLISH EDUCATION DEPARTMENT

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Dini Mustaqima, 2013

INDONESIA UNIVERSITY OF EDUCATION 2013

REFLECTIVE TEACHING PRACTICE OF PRE-SERVICE TEACHERS FOR YOUNG LEARNERS AT A TEACHER TRAINING INSTITUTE

Oleh Dini Mustaqima

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Juni 2013

Hak Cipta dilindungi undang-undang.

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PAGE OF APPROVAL

REFLECTIVE TEACHING PRACTICE OF PRE-SERVICE TEACHERS FOR YOUNG LEARNERS AT A TEACHER TRAINING INSTITUTE

Written by:

Dini Mustaqima NIM. 0902353

Approved by:

Main Supervisor,

Ika Lestari Damayanti, S.Pd., M.A. NIP. 197709192001122001

Co-supervisor,

Iyen Nurlaelawati, M.Pd. NIP. 197709062009122002

Head of English Education Department

Faculty of Language and Fine Arts Education

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REFLECTIVE TEACHING PRACTICE OF PRE-SERVICE TEACHERS FOR YOUNG LEARNERS AT A TEACHER TRAINING INSTITUTE

ABSTRACT

The research reported was focused on revealing the learning evidence of pre-service teachers (PRESETs) by working on reflective teaching (RT) practice in teaching English to young learners (TEYL). Narrative inquiry as a part of qualitative research design was employed for this research, and the data were obtained through the analysis of 35 reflective journals of PRESETs Year 2009. The data were then subjected to the thematic coding, categorization, and clusters by Constant Comparative Analysis method (Hewitt-Taylor, 2001). The findings

revealed the evidence of PRESETs’ learning through RT practice which include

the knowledge of teaching aspects, the instructional skills, as well as the teaching knowledge and skills needed for improvement. Based on the findings, it is expected that the research could inspire teachers in doing reflection as well as teacher training institute to improve the teaching practice quality of their PRESETs in TEYL field by the practice of reflective teaching.

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LIST OF TABLES

Table 3.1 Forming Categories ... 44

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LIST OF FIGURES

Figure 3.1 Example of Coded Excerpt 1 ... 41

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CHAPTER I

INTRODUCTION

This chapter provides the outline of the whole content discussed in the

research. It comprises the research background, the research questions, the aims of

the research, the scope of the research, the significance of the research, the

research methodology, the clarification of related terms and the organization of

the paper.

1.1Background

The advanced quality of teachers’ competence in providing effective

teaching and learning activities has always been considered significant as a factor

contributing to the success of learners (Kyriakides et al, 2009). However, the

reversed situation occurred in Indonesia for the recent study conducted by

Damayanti et al (2013) on primary teachers’ ways of storytelling revealed the

current quality of English primary teachers which still need to be improved both

in pedagogic and linguistic competences. According to Damayanti et al (2013), in

the case of pedagogic competence, current Indonesian English primary teachers

indeed have been aware of providing interesting lesson with topics and media

appropriate for children. However, there was no clear indication that those teacher

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because of their limited linguistic competence. Therefore, professional

development needs to be carried out as the solution to their competence limitation.

According to Kyriakides et al (2009), professional development (PD) deals

with the improvement on teachers’ knowledge, skills, and behavior in conducting

the lesson. Nowadays, PD may take in various activities form. Based on Davidson

et al (2012), the latest developed PD activities are conferences, group networking,

subscribing to English Language Teaching (ELT) magazines or journals, trying

out new material, having membership in ELT organization, mentoring,

observation, reflection, research, training, workshop, etc. Out of all those

activities, reflection which is also a part of reflective teaching (RT) practices

becomes the focus of this study for it is more practical and economical compared

to other activities, so that teacher will be easier to do it.

In addition, according to Al-Issa & Al-Bulushi (2010), the practice of RT

has been considered advantageous to assist in-service teachers (INSETs) and

PRESETs specifically in the practice of English Language Teaching. This practice

usually involves the activity of collecting and analyzing the information about the

events happened during teaching and learning process, and then followed by

deciding some changes for the future better practice. Those activities are

conducted by the teachers individually and collectively which furthermore will

empower them to continually improve their professionalism by learning through

autonomous learning, a way of learning which could make teachers to be

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and negotiate the learning-teaching process with fellow teachers, parents and

students” (Adamson & Sert, 2012: 24).

Regarding the practice of RT for in-service teachers (INSETs) who

already work as official teachers under educational institution, the preliminary

study reveals that not all INSETs do the practice regularly while in accordance

with Hunzicker (2010) PD needs to be conducted with more contact hours since it

could determine the success of teachers’ PD achievement. The preliminary study

further indicates that the awareness of PD among INSETs needs to be improved.

An alternative way to improve this awareness is by applying RT practice in the

educational program of PRESETs, so that expectedly they could continually

maintain the awareness of PD even to the time they become INSETs.

The research on the use of reflective journal (RJ) by PRESETs conducted

by Faizah (2008) shows the supportive finding to the advantage of RT practice for

PRESETs. The journal in this research was set under Outcome Based Education

system, in which PRESETs as participants were required to narrate their teaching

experience in a written journal, in accordance with the set aspects. Those involve

the thing they know about English language teaching, how they use their

knowledge in the practice and their self reflection on confidence and motivation in

teaching. The findings on those aspects have revealed that RJ can be used both as

learning tool and as an assessment method which is able to measure PRESETs

teaching quality as the starting point to encourage them to obtain PD (Faizah,

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Realizing the success of RT in contribution to PRESETs’ PD, the similar

RT practice had been conducted in a teacher training institute in Indonesia,

particularly in a course namely English Teaching to Young Learners offered for

students majoring in English Education in the seventh semester in 2012. The

practice was done by assigning PRESETs to teach English in the primary school

for grade four, five and six. With the existence of this recent practice, researcher is

curious to see how RT practice is conducted in developing PRESETs

professionalism in the area of teaching English to Young Learners. To realize that

intention, this research is going to investigate what PRESETs learnt through RT

practices in pursuing their PD to teach English to Young Learners through the

careful analysis on the RJ, covering their whole teaching experience during their

teaching practicum.

1.2Research Questions

The research investigates RT practice of PRESETs in a teacher training

institute in teaching English to young learners and is intended to address the

following questions:

1. What do PRESETs know about English language teaching to young learners?

2. What can PRESETs do in their teaching practicum with what they know?

3. What do PRESETs need to improve in teaching English to young learners?

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In relation to the research questions, this research is projected to discover

the following information:

1. Knowledge of PRESETs about teaching English to young learners.

2. Instructional skills which can be done by PRESETs with the knowledge they

have.

3. Knowledge and instructional skills which need to be improved by PRESETs

in teaching English to young learners.

1.4Scope of the Research

This research concentrates on identifying: (1) the knowledge of PRESETs

about the teaching aspects needed to teach English to young learners, (2) the

instructional skills they can do to implement their knowledge into classroom

practice during teaching English to young learners practicum in the primary

school and (3) knowledge as well as instructional skills they need to improve for

the betterment in their future English teaching to young learners practice.

1.5Significance of the Research

Basically, RT practice which becomes the focus of the research is

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it is intended to motivate PRESETs to continually work on their professional

development by giving two important benefits.

Firstly, RT facilitates teachers, particularly PRESETs, to learn by relating

their knowledge about teaching English to young learners with their teaching

experience. The learning activity will then enhance their awareness to always

watch on every event occurred during their teaching practice, so that they know

what and how to improve for the better teaching practice. This study is indirectly

intended to inspire teacher training institute to apply RT practice in the learning

process of their PRESETs.

Secondly, since this study revealed several things need to be improved by

PRESETs in teaching English to young learners, the study could enrich the

knowledge of PRESETs about some obstacles that may be found in young

learners’ class. As further implication, RT practice described in this study

expectedly could prepare PRESETs to be independent in improving their PD by

always being critical in coping with any situation they might find in the real

classroom.

1.6Research Methodology

For giving the detailed information related to the research methodology,

the categories including research design, data collection and data analysis of this

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1.6.1Research Design

Descriptive qualitative methodology with narrative inquiry design was

chosen to conduct this research. The design is considered appropriate for this

research for the reason that it tries to examine the phenomena happened in the

classroom during teaching practicum through the interpretation of experience told

by PRESETs from their own perspectives in the form of narration text (Clandinin

& Connelly, 2000).

1.6.2Data Collection

The data were collected by the analysis of 35 reflective journals (RJs) of

PRESETs Year 2009 enrolling in English Teaching to Young Learners course in a

teacher training institute. The rationale for choosing RJ as the data collection tool

is due to its content which includes the narration of reflection elaborating the

comments on teaching experiences from the writer point of view with the details

from the events happened (Faizah, 2008). The content of the journal fits the

purpose of narrative inquiry design selected for this research.

1.6.3Data Analysis

The analysis of the qualitative data in this research used Constant

Comparative Analysis (CCA) method. The decision to use the method is in

accordance with Hewitt-Taylor (2001) who suggested that CCA is useful to

identify the type of data which have broad themes and patterns of categories like

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For the procedure, the analysis went through the following steps: (1) coding data,

(2) forming categories, (3) developing clusters, and (4) ) compiling report.

1.7 Clarification of Related Terms

With the purpose of avoiding the possibility of misunderstanding on the

research concept, the explanations of several key terms used in this research are

listed as follow.

1. Professional Development

Professional Development involves the improvement on the teaching

factors referring to teachers’ knowledge, skills, and behavior in conducting the

lesson in the classroom (Kyriakides et al, 2009).

2. Reflective Teaching

The term reflective teaching in this study is defined as the activity of

evaluating the teaching experience by noticing and analyzing why and how every

event in the classroom teaching practice happened, based on the relevant theory to

decide the appropriate changes in the future practice. This activity comes in

various forms with the assistance of reflective teaching tools. Specifically for this

study, according to Fatemipour (2009), the common tools used are, peer

observation, peer feedback, and teaching diary which is also known as reflective

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3. Reflective Journal

Reflective Journal is a kind of reflective teaching tools, similar to teacher

diary. In this research, this journal is used as learning tool and assessment for

PRESETs to record and evaluate what they have experienced in the classroom

during their teaching practicum. The contents of this journal which include what

PRESETs know about English Language Teaching, what they can do to conduct

the lesson with what they know and what things are needed to improve in their

teaching, were taken as the data to see what PRESETs learnt with the guidance of

this reflective teaching practice.

4. Pre-Service Teacher

In this study, pre-service teachers (PRESETs) refer to students of a

university in Indonesia who major in English Education program and are still

under training to achieve bachelor’s degree to be English teachers by enrolling in

English Teaching to Young Learners course.

5. Young Learners

Young learners recognized in this paper are children aged from 8 to 12

years old who study in their fourth grade until sixth grade of primary school.

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The paper has been divided into five chapters, as follow:

Chapter I

The first chapter provides the outline of the whole content discussed in the

research. It includes eight sections including the background of the research, the

research questions, the aims of the research, the scope of the research, the

significance of the research, the research methodology, the clarification of related

terms and the organization of the paper.

Chapter II

The second chapter elaborates several relevant theories and concepts of

PRESETs in relation to reflective teaching. The elaboration includes the

following aspects: (1) the explanation of professional development (PD)

including the concept and the activities; (2) the elaboration on what the reflective

teaching is as a part of professional development, covering the background of its

emergence, the definition and the form of reflective tools commonly used for the

practice; (3) the concept of young learners’ characteristics and ways to teach

English as Foreign Language in classroom context as the consideration for PD

practice, and (4) the description of PRESET in relation to their needs to get PD

through RT practice.

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Furthermore, Chapter III gives explanation of how the research

methodology is organized beginning with the statement of problems, then

followed by research design, data collection, and data analysis.

Chapter IV

Then in Chapter IV, finding and discussion are described to give details of

the research result.

Chapter V

Lastly, Chapter V presents the conclusion of the research and suggestions

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CHAPTER III

RESEARCH METHODOLOGY

This chapter gives explanation of how the research methodology is

organized to provide the answers for the three research questions. It begins with

statements of problems, followed by the research design, setting and participants,

data collection, and data analysis.

3.1 Statement of Problems

The research investigates reflective teaching practice of pre-service

teachers (PRESETs) at a teacher training institute in teaching English to young

learners and is intended to address the following questions:

1. What do PRESETs know about English language teaching to young learners?

2. What can PRESETs do in their teaching practicum with what they know?

3. What do PRESETs need to improve in teaching English to young learners?

3.2 Research Design

With the intention of investigating PRESETs’ learning experience by

working on reflective journal (RJ) writing, descriptive qualitative study was

adopted. Qualitative study is best chosen for this study for its nature that is

suitable to unveil the reality about the things being studied. In this research, the

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and students did in various interactions through the process of teaching and

learning during the period of their practicum in teaching English to young learners

(Hewitt-Taylor, 2001). The idea about descriptive study could represent the

purpose of this research in unfolding what PRESETs think about their experience

as the part of their learning process.

Holding the basis of qualitative study, the research takes narrative inquiry

as the main research design. In relation to this research, the design entails the data

in the form of narration which describes PRESETs’ teaching experience during

their teaching practicum from their own point of view. The main reason of

requiring the detailed description in the form of narration in this research is the

nature of narrative text which is more personal. Regarding this nature, the logical

manner could explain that the more accurate information about the phenomenon

in classroom practice during teaching practicum indeed could be portrayed more

accurately when it is told personally by PRESETs themselves as they were

involved in the experience actively. They know exactly what was happened

during their period of teaching practicum (Clandinin & Connelly, 2000).

3.3 Data Collection

According to Fraenkel et al (1993), this study was conducted with the

document analysis technique in which the analyzed document provide the data

sought under investigation. In this case, the document used is reflective journal

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appropriateness of its content for the criteria of data expected for the research. RJ

includes the narration of reflection elaborating the comments on teaching

experiences described in it with the details from the teaching and learning events

happened (Faizah, 2008).

The writing of reflective journal to provide the data for the purpose of the

research was conducted as a part of sequential learning process of 35 PRESETs in

English Teaching to Young Learners course. As the requirements to complete the

course program, PRESETs were assigned to teach English at primary schools.

Prior to the RJ writing they went through several processes. It started by

having them made small groups consisted of four to five people to design

storyline based teaching to teach in the same class for four consecutive meetings

by using a sequential storyline as the theme for every learning activity conducted.

During the teaching practicum, they were involved in reflective teaching

activities including observation on the teaching practice, discussion about the

observed teaching practice, and finally making a report of reflection on their

teaching during the practicum. According to Fatemipour (2009), the three

activities refer to the peer observation, peer feedback and teaching diary or

reflective journal. For the purpose of this study, RJ as the last assignment was

submitted by PRESETs and was then used as the data source for this study.

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The data analysis of the qualitative data in this research used Constant

Comparative Analysis (CCA) method. The decision to use the method is in

accordance with Hewitt-Taylor (2001: 42) who suggested that “CCA is useful to

identify the type of data which have broad themes and patterns of categories” like

the data of narration written by participants in their RJ collected for this research.

For the procedure, the analysis went through the following steps.

3.4.1. Coding the data

According to Hewitt-Taylor (2001: 39), in this very first step, the whole

RJs written by participants were read. The main information that was going to be

investigated by the research questions found during reading process was then

highlighted. The information may be contained in the sentences, paragraphs or

sections of the journal. In the last step, each highlighted section was named by the

appropriate code which could embody the idea brought in it.

To give clear idea of how the coding process was carried out, what follow

is the example of coded excerpts taken from RJ.

I gave the smiles during my teaching, and never forget to praise them after they did something good. I also provided them with various activities so they didn’t feel bored during my lesson.

Attention span Creating a positive

classroom climate

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Figure 3.1 Example of Coded Excerpt 1 (Source: Reflective Journal No. 24 in Appendix A)

I realized that my voice is not loud. So, I should make my voice to be loud enough to hear from the entire class. Then, the most crucial one is concerning my grammar and pronunciation. I found that I mispronounce some words and forgot about the concord during my teaching.

Figure 3.2 Example of Coded Excerpt 2 (Source: Reflective Journal No. 2 in Appendix A)

Song that covers whole lesson was used in the very beginning and it helped the students a lot in familiarizing the learning content. When story was being delivered, I could control the movement of the puppets so it was clear which puppet got its turn to speak and the

one which didn’t. During whilst, I gave various activities which were scaffolding

Figure 3.3 Example of Coded Excerpt 3 (Source: Reflective Journal No, 32 in Appendix A)

Voice projection

Comprehensible input provider

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In solving all of those problems, I did several treatments for every problem. First, when I made my lesson plan I did a discussion with my group members. My friends gave me some suggestions related to the material which were going to be taught. In designing the lesson plan I also compare my lesson plan with another lesson plan which has the same topic with me.

Figure 3.4 Example of Coded Excerpt 4 (Source: Reflective Journal No, 14 in Appendix A)

The terms used to code the two excerpts above are not taken for granted. Each

code is made based on the existing theory about teaching practice mainly

combined from Harmer (2007) and Brown (2001) which can be traced in chapter

2, section 2.3.3 for the complete explanation.

In figure 3.1, creating a positive classroom climate as the code refers to

praise and smiles in the excerpt for both of them are needed in establishing

rapport with students which could create a positive climate in the classroom to

support successful teaching and learning process. In addition, attention span is

made as the code to refer to students’ ability to give out their attention which is

usually influenced by the variety of learning activities provided (Brown, 2001).

In figure 3.2, voice projection to code the excerpt according to Brown

(2001) is related to how teacher makes their voice useful to talk and give

instruction effectively that students could listen to the voice clearly. The next code

is comprehensible input provider. It could represent PRESETs’ concern on the

language accuracy issue which they need to improve to fulfill their role as the

comprehensible input provider for their students (Harmer, 2007). Following the Peer

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codes in figure 3.2, the next figure contains scaffolding as the code for the

excerpt. This code is another term for sequential learning activities which are

intended to help learners learn through the appropriate stages (Cameron, 2001).

As for the last code in figure 3.4, peer feedback is selected to name the discussion

held after observation on teaching for finding the solution to the problem in the

teaching practice (Fatemipour, 2009).

3.4.2. Forming categories

In this stage, some categories are formulated to group the information

coded in the document. Actually, “each code can be included into more than one

category since the code may still bring broad ideas from the excerpts”

(Hewitt-Taylor, 2001: 40). However, to avoid overlapping in interpreting the data, the

focus idea of code will allow it to only have one place in the category. With the

purpose of giving clearer idea about the forming of categories and its limitation,

several codes from the previous section, including creating positive climate,

attention span, voice projection, comprehensible input provider, and peer

feedback will be grouped into categories as what are provided in the following

table.

Table 3.1 Forming Categories

No Categories Codes

1 Learner variables Attention span

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3 Classroom activity Scaffolding

4 Classroom management

Voice projection

Creating positive climate

5 Teacher development Peer feedback

In categorizing the codes, the limitation is made based on the focus idea of

the code in relation with the relevant theory. In evidence, attention span is

categorized into learner variables for it is a part of student’s characteristics in their

tendency to lose attention during language learning process (Brown, 2001). The

next category is teacher role which includes the role of teacher as comprehensible

input provider because in language learning, teacher indeed has the duty to give

language input or exposure to help students acquire the language (Troike, 2006;

Harmer, 2007). For the third category, scaffolding is included for it is needed to

be applied to the steps for conducting activity. Different from other categories,

classroom management could embrace two codes including voice projection and

creating a positive classroom climate because according to Brown (2001) voice

projection is needed by teachers to communicate with students and to give

instruction, and creating a positive classroom climate as means needed for

effective teaching and learning process. The last code is about teacher

development. It may take in various forms, and peer feedback is one of them. For

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paper. Finally, for more detailed information about categorization of codes in this

research, the table is provided in appendix B.

3.4.3. Developing clusters

As the further step, the categories made are then clustered based on the

research questions. In this clustering stage, the answers of research questions are

decided from the existing categories. Started from this stage, the finding of the

research is slightly revealed. Continuing the process of categorization in the

previous section involving learner variables, teacher role, classroom activity,

classroom management, and teacher development; the examples in forming

clusters will be provided in the following table.

Table 3.2 Clustering Categories

No Research Questions Categories Codes

1 What do PRESETS know about English language teaching to young learners?

Learner variables Attention span

Teacher role Comprehensible input provider

Classroom activity Scaffolding

Classroom management

Voice projection

Creating positive climate

Teacher development Peer feedback

2 What can PRESETS do in their teaching practicum with what they know?

Learner variable Attention span

Classroom activity Scaffolding

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Universitas Pendidikan Indonesia | repository.upi.edu 3

What do PRESETS need to improve in teaching English to young learners?

Classroom management

Voice projection

Teacher role Comprehensible input provider

For further information about clustering categories that will bring the main

finding for this research, the complete table can be checked in appendix B.

3.4.4. Compiling report

In order to get the clear yet accurate answer for the three research

questions, each category was elaborated into detailed description. Furthermore,

the categories were examined by using the relevant theories to provide more

accurate findings. In the end, the findings were rechecked by reviewing the

reflective journals for the sake of establishing the validity of the analyzed data.

3.5Concluding Remark

This chapter has described the statement of problems, research design,

setting and participants, followed by the elaboration of data collection and data

analysis procedure. The following chapter will describe the findings and the

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CHAPTER V

CONCLUSSIONS AND SUGGESTIONS

The chapter presents the conclusion of the findings obtained from the

conducted research which are then followed by the suggestions for the course

program which intends to apply RT practice as well as for the further research on

the similar field.

5.1 Conclusions

After analyzing the data, the findings of the research indicate that

PRESETs have already acquired ample knowledge about how to teach English to

young learners in terms of learning variables, their roles as teacher, classroom

activity requirements and how to do effective classroom management. PRESETs

also have already been able to apply their knowledge on teaching aspects

including the ability to accommodate learner variables, playing their teacher role

as comprehensible input provider as well as the manager of students in doing the

language learning activities.

Although PRESETs have noted their successful points in applying

knowledge into practice, several aspects to improve in their teaching were found

during the practicum. Those teaching aspects to be improved are related to the

specific aspects. In learner variables, PRESETs need to focus on attention span

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students. And then in relation with teacher role, PRESETs still need to develop

their skills to establish rapport with students, give more accurate comprehensible

input by improving language accuracy and maintain the use of English in the

classroom communication. Lastly, in classroom management, PRESETs still need

to think of more about the effective way in displaying voice projection, doing

signalling to draw students’ attention and also making suitable yet effective

seating arrangement for the class.

Related to the aspects needed improvements which are elaborated above,

PRESETs realized that those aspects were found as the result of their learning

process through reflective teaching (RT) practices. PRESETs also have been able

to learn the way to develop their professionalism through RT practice. RT tools

which have been familiarly used by the PRESETs include peer observation, peer

feedback and self reflection, which is also known as reflective journal. As the

result of the three RT practices, it is revealed that PRESETs found the RT tools

beneficial for them to solve the problem in teaching as well as to encourage them

to always think reflectively about their teaching practice. The shaping of reflective

thinking in PRESETs could indirectly grow their need for professionalism

development (PD). As further implication, with their awareness of PD, PRESETs

would continually develop their professionalism even after graduating from their

training institute.

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Based on the study result about the learning content and the way of

conducting reflective teaching, the suggestions will be given specifically as the

contribution to the improvement of any course program focusing on the

application of RT practice for teaching English to young learners and as the idea

to conduct the further research.

As the suggestion for employing the course program, the learning contents

which need more emphasis in the course is on the case of classroom management.

PRESETs tend to have difficulty especially in organizing students. Actually

PRESETs’ knowledge on classroom management is enough, but when it comes to

the teaching practices with the real students as the target learners more practices

are still required. To be more specific, RT practice of PRESETs in the course

program period should be done more frequently with each session focusing on the

teaching aspects including the learner variable, teacher role, classroom activity

and classroom management.

As for the further research, it is indicated that this study somehow has its

limitation in providing the more in depth concern on each teaching aspects. The

reflective journal which was used as the data collection tool mainly took the

picture of the teaching practicum experience of pre-service teachers as the whole

unity. Knowledge and skills related to teaching English to young learners were

compiled as the learning evidence to assess PRESETs’ pedagogical competence

especially in instructional skills. For the better implication, it is suggested that in

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research and each RT practice with more varied tools could get more specific

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REFLECTIVE TEACHING PRACTICE OF PRE-SERVICE TEACHERS FOR YOUNG LEARNERS AT A TEACHER TRAINING INSTITUTE.

Dini Mustaqima, 2013

REFLECTIVE TEACHING PRACTICE OF PRE-SERVICE TEACHERS FOR YOUNG LEARNERS AT A TEACHER TRAINING INSTITUTE

Submitted to the English Education Department of the Faculty of Language and Fine Arts Education of the Indonesia University of Education in Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree

ENGLISH EDUCATION DEPARTMENT

Dini Mustaqima, 2013

INDONESIA UNIVERSITY OF EDUCATION 2013

Dini Mustaqima, 2013

PAGE OF APPROVAL

Written by:

Dini Mustaqima, 2013

REFLECTIVE TEACHING PRACTICE OF PRE-SERVICE TEACHERS FOR YOUNG LEARNERS AT A TEACHER TRAINING INSTITUTE

Dini Mustaqima, 2013

TABLE OF CONTENTS

CHAPTER I INTRODUCTION ... 1

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CHAPTER IV FINDINGS AND DISCUSSION ... 48

LIST OF TABLES

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LIST OF FIGURES

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CHAPTER I

1.1Background

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1.2Research Questions

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1.4Scope of the Research

1.5Significance of the Research

1.6Research Methodology

1.6.1Research Design

1.6.2Data Collection

1.6.3Data Analysis

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1. Professional Development

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4. Pre-Service Teacher

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Chapter II

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Chapter IV

CHAPTER III

3.1 Statement of Problems

3.2 Research Design

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3.3 Data Collection

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3.4.1. Coding the data

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3.4.2. Forming categories

No Categories Codes

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3.4.3. Developing clusters

No Research Questions Categories Codes

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3.4.4. Compiling report

3.5Concluding Remark

CHAPTER V

5.1 Conclusions

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REFERENCES