(A Case Study of Four English Teachers of High Schools in Bandung)
A THESIS
Submitted in Partial Fulfillment of the Requirements for Master’s Degree
in English Education
By
RANI SILVIA
1201134
ENGLISH EDUCATION DEPARTMENT
SCHOOL OF POSTGRADUATE STUDIES
INDONESIA UNIVERSITY OF EDUCATION
BANDUNG
Reflective Teaching
(A Case Study of Four English Teachers of High Schools in
Bandung)
Oleh Rani Silvia
S.Pd Universitas Negeri Padang, 2010
Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Fakultas Pendidikan Bahasa dan Seni
© Rani Silvia
Universitas Pendidikan Indonesia Juni 2014
Hak Cipta dilindungi undang-undang.
TABLE OF CONTENTS
APPROVAL SHEET ... ii
ABSTRACT ... iii
DECLARATION ... iv
ACKNOWLEDGMENTS ... v
TABLE OF CONTENTS ... vii
LIST OF TABLES ... x
LIST OF FIGURES ... xi
CHAPTER ONE: INTRODUCTION 1.1 Background of the Study ... 1
1.2 Research Questions ... 4
1.3 The Objectives of the Study ... 5
1.4 The Significance of the Study ... 5
1.5 Scope of the Study ... 5
1.6 The Clarification of Terms ... 6
1.7 Thesis Organization ... 7
1.8 Concluding Remarks ... 7
CHAPTER TWO: REVIEW OF RELATED LITERATURE 2.1 An Overview of Reflective Teaching ... 8
2.2 Definitions and Perspectives of Reflective teaching ... 14
2.3 Teacher as a reflective practitioner ... 18
2.4 Reflective Language Teachers in ELT ... 22
2.5 Reflective Teaching Tools ... 29
2.6 Levels of Reflectivity ... 35
2.7 The Advantages of Reflective Teaching ... 37
2.8 Impediments to Reflective Practice ... 40
2.9 Previous Studies ... 40
2.10Concluding Remarks ... 40
3.1 Research Methodology ... 41
3.1.1 The Aims of the Research ... 42
3.1.2 Research Design ... 44
3.1.3 Setting and Participants ... 45
3.2 Data Collection Techniques ... 45
3.2.1 Questionnaires ... 46
3.2.2 Observation ... 46
3.2.3 Interview ... 48
3.2.4 Teaching Journal ... 48
3.3 Data Analysis Method ... 49
3.4 Concluding Remarks ... 51
CHAPTER FOUR: FINDINGS AND DISCUSSIONS 4.1 Teachers’ Understanding of Reflective Teaching... 52
4.1.1 Teachers’ Description ... 52
4.1.2 Definitions of Reflective Teaching ... 57
4.1.3 The Characteristics of Reflective Teacher ... 59
4.1.4 The Importance of Being Reflective... 63
4.2 Teachers’ Practice of Reflective Teaching ... 67
4.2.1 Teacher one (T1) Practice of Reflective Teaching ... 68
4.2.2 Teacher two (T2) Practice of Reflective Teaching ... 69
4.2.3 Teacher three (T3) Practice of Reflective Teaching ... 69
4.2.4 Teacher four (T4) Practice of Reflective Teaching ... 70
4.3 Teachers’ Levels of Reflectivity ... 78
4.4 Teachers’ impediments of Reflective Teaching ... 86
4.5 Concluding Remarks ... 90
CHAPTER FIVE: CONCLUSIONS, LIMITATIONS AND RECOMMENDATION 5.1 Conclusions ... 92
5.2 Limitation... 93
REFERENCES ……… 97
APPENDICES Appendix 1: Questionnaires………. 106
Appendix 2: Teaching Practice and Activities……… 115
Appendix 3: Interview Guidance……… 118
Appendix 4: Reflection Questions to Guide Journal Entries ……… 120
Appendix 5: Guideline for Classroom Observation……….. 121
Appendix 6: Teacher Interview Transcript of T#1, T#2, T#3, T#4………… 122
Appendix 7: SK Pembimbing Thesis……… 142
Appendix 8: Surat Permohonan Izin Penelitian……… 144
LIST OF TABLES
Table 4.1 Teachers’ Characteristics ... 53
Table 4.2 Teachers’ Definitions of Reflective Teaching ... 57
Table 4.3 Characteristics of Reflective Teachers ... 59
Table 4.4 The Importance of Reflective Teaching ... 63
Table 4.5 Teachers’ Practice of Reflective Teaching ... 68
Table 4.6 The Practice of Reflective Teaching (T1) ... 71
Table 4.7 Teacher Two (T2) Practice of Reflective Teaching ... 72
Table 4.8 Teacher Three (T3) Practice of Reflective Teaching ... 74
Table 4.9 Teacher Four (T4) Practice of Reflective Teaching ... 74
Table 4.10 Teachers’ levels of Reflectivity ... 79
LIST OF FIGURES
Figure 2.1 Visual Representation Model for Reflection……….20
TEACHERS’ UNDERSTANDING AND PRACTICE
OF REFLECTIVE TEACHING
(A Case Study of Four English Teachers of High Schools in Bandung)
Abstract
Reflective teaching (RT) practice has become a central theme in teacher professional growth. By engaging in reflective teaching, teachers will develop their skills of reasoning about why they employ certain instructional strategies and how they can improve their teaching to have positive effects on students (Lee, 2005). This study aimed at investigating the English teachers’ understanding and practice of reflective teaching, the teachers’ level of reflectivity, and the impediments that prevent teachers from being reflective. Four teachers of English at four different high schools in Bandung involved in this study. This qualitative study used case study design in figuring out the phenomenon of each teacher related to reflective teaching practice. The data were collected using open-ended questionnaire, semi-structured interview, teaching journal, and observation. The results of the study indicate that the teacher respondents acknowledge the notion of reflective practice in their teaching. Their understandings of RT are related to how they define reflective teaching and recognize the characteristics, and the importance of being reflective teachers. The teachers practiced reflective teaching by using several reflective teaching tools as suggested by Richard and Lockhart (1996). Action research, peer observation, teaching journal, students’ feedback, and video recording were some of the tools that they used in their practice reflective in-action, on-action, and for-action as suggested by Schon, 1983; Killion and Todnem, 1981. Related to their levels of reflectivity captured in their teaching journal, using Moon (2004)’s level of reflectivity, the result indicates that two teachers were at the descriptive reflection, one teacher was at the level of dialogic reflection, and the other one was at the level of critical reflection. Although they have practiced RT, they still face several difficulties that impede their practice. They claimed that their pre-service education at the university did not prepare them with the knowledge of being reflective teachers. Lack of time and heavy workloads were the other factors that impede their practice of RT. Moreover, in doing group-reflection, they still face difficulties in encouraging their colleagues who lacked of readiness and focus of being reflective.
Abstrak
CHAPTER ONE
INTRODUCTION
This chapter presents the introduction to the study. It covers background of the study, research questions, the objective of the study, the significance of the study, scope of the study, and thesis organization.
1.1 Background of the Study
Teaching is normally recognized as a profession (Wallace, 1991; Richards and Farrel, 2005). Wallace (1991, p. 2) explains the term profession as a positive term that means “a kind of occupation which can only be practiced after long and rigorous academic study, which should be rewarded because of difficulty of attaining it and the public good it brings”. As a professional, teachers are suggested to continually reshape their understanding about their knowledge of teaching and learning (Brookfield, 1995; Ellias and Merriam, 2005; Farrel, 2007, 2009). The knowledge of teaching and learning accoding to Meijer et.al (2001) includes the knowledge about subject, learners, curriculum, pedagogic, teaching performance, context, and self-recognition as a teacher.
Actually, the teachers in their education program are well informed of that knowledge related to teaching and learning. However, after entering the real world of teaching, teachers still need to refresh and update their knowledge and skills in teaching because they sometimes work in a complex, ambiguous, and dilemmatic classrooms (Cimer and Palic, 2012).
short-termed goal of learning and emphasized on specific skills and responsibilities meanwhile the teacher development refers to the long-termed teacher learning to improve their teaching abilities and skills. In order to engage in teacher development, the teacher needs to have a systematic and objective collection of his own teaching behavior and all information about his teaching practice in order to have necessary changes in the future teaching (Rani, 2012).
In this case, most of the teachers lack information about what they have done in the classroom (Richards and Lockhart, 1996). These two experts complain that the teachers rarely examine their own teaching practices. Many teachers do not use their time to think about their actions in the classroom. They just wait until they are supervised by the principal or the the supervisor. Many researches evoke that the experienced teachers apply classroom routines and strategies almost automatically without involving a great deal of conscious thought (Parker, 1984 in Richards and Lockhart, 1996). In accordance to this, there have been many experts talking about the teacher development. Richard and Farrel (2005) explain that the teachers’ competences could be developed by joining teacher workshop and training, keeping teaching journal and portfolios, having teacher support group, peer observation, and self monitoring. Furthermore, Zeichner and Liston (1996) suggest that teacher should think and question about their goals and values in teaching and examine his/her teaching assumption.
definitions reveal that reflective teaching is one way teachers can use to improve their teaching practice.
Actually, there have been many researches worldwide talking about reflective practice in teaching. The study conducted by Fatemipour (2009) investigated about the effectiveness of reflective teaching tools in English language teaching in Islamic Azad University. He found that there were four effective tools that the teachers could use effectively to obtain data about their teaching practice. The tools were teachers’ diaries and journals, peer observation, audio and video recording. This study gives an understanding that the effectiveness of using reflective teaching tools occurred differently in certain teaching context.
In addition, Kurt and Attamturk (2011) investigated the reflective practice and its role in stimulating personal and professional growth of teachers in Turkey. The result of this study showed that gender, experience, and level of education did not play a role in teachers’ reflection. It can be inferred from this study that the most important factors to help better reflective practice is the willingness of the teachers to improve their teaching practice no matter how long their teaching experience is, without any influences of their education levels and gender variety. The teachers who have strong commitment to improve themselves as professionals, developed through reflective teaching practice. There are several other previous studies related to reflective teaching practice that are elaborated in chapter two.
will make the teachers free from routine behavoiurs. They argue that reflective teachers are very innovative in creating effective lessons. Moreover, not only the individual teachers get the benefits of reflective teaching practice, all the school members in general will have better athmospheres of teaching and learning that leads to students’ satisfactions in learning (Calderhead, 1992).
Regarding all the advantages of being reflective in teaching practice. Teachers are fully suggested to conduct reflective practice in their teaching. In Indonesian EFL context, There is still very limited study in attempting to know the Indonesian teachers understanding and practice of reflective teaching. In order to fill the gap of the research related to reflective teaching in Indonesian context, this study attempted to find out the English teachers’ understanding and practice of reflective teaching and the impediments that prevent teachers from being reflective in their teaching.
1.2 Research Questions
In line with the background above, in the context of English teaching in Indonesia, this study attempts to address the following research questions:
1. What is the teachers’ understanding and practice of reflective practice in teaching?
2. What are the teachers’ levels of reflectivity?
3. What are the impediments that prevent teachers’ reflection?
1.3 The Objectives of the Study
Departing from the problems that mentioned above, the present study aims to: 1. find out the EFL teachers’ understanding and practice of the notion of
reflective practice in English language teaching.
2. figure out the levels of reflectivity the teachers reflect in their teaching practices.
1.4 The Significance of the Study
The findings of the study will portray the experienced EFL teachers’ understanding and practice regarding reflective practice in teaching and the activities they do in order to reflect their everyday teaching practices. In particular, the study will be of significance to:
1) Theoretically, the results of the study can enrich the literature on English teachers’understanding and practice of reflective teaching.
2) Practically, the teachers can use the results of the study in order that they can improve their teaching through reflection activity.
3) Government and policy makers, the result of the study can give the empirical data that can be used to include the practice of reflective practice in teaching to be a requirement in getting the teacher certification.
1.5Scope of the Study
This study focuses on investigating the EFL teachers’ understanding of the reflective teaching. In addition, this study also explores their practice regarding the reflective teaching. The teachers who are involved in the study are the four selected English teachers who teach in high schools in Bandung.
1.6 The Clarification of Terms
To avoid potential misinterpretation, definitions of essential terms employed in this study are provided as follows:
1. English teachers refer to those teachers who are teaching in Bandung. In this context, the researcher made a limitation for at least five-year experiences in teaching English in high schools.
3. Reflective teaching practice refers to the activities in which they collect data to examine their attitudes, belief, and assumptions about their teaching practice and use the obtained information to improve the teaching quality (Richard and Lockhart, 1994).
4. Understanding of RT in this study related to how the teachers define reflective teaching, their recognition of characteristics of reflective teachers, and their awareness of the importance of being reflective.
5. Practice of RT signifies the teachers’ practice of using reflective teaching tools suggested by Richard and Lockhart (1996).
6. Levels of reflectivity are the criteria for the recognition of evidence of reflectivity in the teacher teaching journals. It is classified based on Moon (2004)’s levels of reflectivity.
7. Impediment is something that interferes with movement or progress (Merriam Webster online dictionary). In this study, impediments are the hinderance or obstructions in doing reflective teaching practice.
1.7 Thesis Organization
This thesis is organized into five chapters. Chapter one is introduction which highlights the basic concerns of the study. Chapter two deals with theoretical framework which portrays the theory of reflective English teaching and teaching practice. Chapter three discusses research methodology including research questions, research design, data collection, and data analysis. Chapter four elaborates research findings and discussion. The last chapter, chapter five presents the conclusions of the study and offers some recommendations.
1.8 Concluding Remarks
CHAPTER THREE
RESEARCH METHODOLOGY
This section deals with some important aspects related to the research methodology and procedures in conducting the research. The research methodology comprises the aims of the research, research design, setting, and participants. In addition, the procedures deal with data collection and data analysis, which are based on a qualitative research design.
3.1 Research Methodology
3.1.1 The Aims of the Research
As mentioned in chapter one, this study aimed at:
(1) Investigating teachers’ understanding of reflective English teaching (2) Finding out the teachers’ practice regarding to reflective English teaching (3) Figuring out the teachers’ level of reflectivity
(4) And Encountering the impediments that prevent teachers from being reflective
3.1.2 Research Design
In order to cope with the purposes of the research, this research applied a qualitative research design. This is due to the consideration that this study is concerned with teachers’ perspective and practice regarding reflective English teaching. Moreover, qualitative research also attempts to describe social phenomena as they occur naturally, that is the experienced teachers’ understanding and practice of reflective English teaching, particularly in selected high schools in Bandung.
some of these challenges and benefits of reflection in the life of a teacher. It is consistent with Stake (2000 in Silverman, 2005) and Dornyei (2007) that a case study is to examine a case mainly to provide insight into an issue. As a result, the study focused on investigating the teachers’ understanding and practice regarding reflective English teaching particularly from the case of the participants. Likewise, Yin (1989) cited in Creswell (2003) mentions that case study work with the search for characteristics by comparing results with the characteristics predicted from the theory or literature. In this study, the characteristics of reflective English teachers were compared and contrasted to those characteristics proposed by the experts in the field.
3.1.3 Setting and Participants
This study employed purposive sampling, which is described as selecting a sample from which one can learn the most to discover, understand, and obtain insight (Merriam, 1998). In line with this, Gay et al. (2006) state that purposive sampling, indeed referred to as judgment sampling, is the process of selecting a sample that is believed to be representative of a given population. One of the aims of selecting the sample purposively, according to Maxwell (1996, cited in Alwasilah, 2009) is to get the uniqueness or representativeness of background, individual, or activities. In this study, there were four respondents selected based on the accessibility, the individual characteristics, and their teaching experiences.
3.2 Data Collection Techniques
To collect the data the researcher relied on qualitative research method since she was engaged to go deeply to generate rich data embedded in the context. Questionnaires, in-depth interview, classroom observation, and weekly teaching journal are the main sources of data collection and each of which are described below. To ensure the internal validity of this research, several methods of data collection were used for triangulation purposes (Yin, 2003)
3.2.1 Questionnaires
2007; Patton, 1987), questionnaire is defined as “any written documents that present respondents with a series of questions or statements to which they are to react either by writing out their answers or selecting among existing answer” (Brown, 2001 as cited in Dornyei, 2007, p. 102). The questionnaire were used in this research to find out certain facts about the respondents (Dornyei, 2007). The questionnaires aimed, first, to find out the teachers’ personal information such as age, education, and their belief about teaching practices. Secondly, the questionnaires investigated the teachers’ knowledge and understanding regarding reflective English teaching practice and their perception on the characteristics of reflective teachers. The aims of the questionnaire were to get the teachers’ perspective and level of knowledge on reflective English teaching. Both types of questionnaire, open-ended and close-ended questionnaire are used in this study.
1.2.2 Observation
Observation was conducted several times for each teacher during two months period. It was conducted in four high schools in Bandung. The process of observation involves:
Participating overly or covertly, in people’s daily life for an extended period of time, watching what happens, listening to what is said, and asking questions. In fact, collecting whatever data are available, to throw light in the issues that are focus of the research (hammersley & Atkinson, 1995, p.1)
This observation is beneficial for studying reflection in teachers’ practice and for discovering consistencies or inconsistencies between what the teachers say in the interview and what is observed in their practice. Context for observation included, a. Classroom Settings
reflective teaching and their level of reflectivity during the teaching-learning process. The type of observation is a focus observation; the researcher illustrates the certain characteristics in order to get data more detail. In the same way, Swaffar et.al. (1982 cited in Nunan, 2000) point out that their study highlights the importance of collecting evidence directly from the classrooms (see also the study by Long and Sato, 1983, which emphasizes the importance of collecting classroom data).
Furthermore direct and intensive classroom observation may take an important contribution to descriptive research. Certain types of information can best be obtained through direct observation by the researcher (Best, 1981). Moreover, the researcher recorded the observation by using video camera. Best (1981) mentions simultaneous recording of observations is recommended to minimize the errors that result from faulty memory. The classroom observation gave the opportunity to the researcher to see wheter the process of reflection-in-action occurs during the period of teaching in the classroom.
b. School Settings
Observation in school setting was conducted to notice the context in which teachers talk with their colleagues, potentially on action and reflecting-for-action that is before school, at lunch, after school, and during meetings. Observation in the school setting also allowed researcher to observe the context in which it became possible to observe structures in place that might involve reflection on and for practice such as study group, mentoring situations, and casual conversation.
3.2.3 Interview
with open-ended questions (Cohen & Manion, 2004). The interview was initiated with semi-structured questions, which was recorded and analyzed after the interview. The rationale for employing semi-structured interviews was to probe and go into more depth (Robson, 1993). Moreover, semi-structured interview provides an openness to change of sequence and forms of questions in order to follow up the answers given by respondents (Kvale, 1996). In this interview, the researcher established the interview appointments with the teacher respondents. The responses were transcribed and all teacher respondents were asked the same questions. This enabled it possible for teacher respondents to remain anonymous. Moreover, the interview was carried out in Indonesian language to get more detailed data from the teacher respondents (Alwasilah, 2009).
The interview questions covers thirteen questions that can be divided into three themes. The themes were the teachers’ teaching background and philosophy, teachers’ opinion about their teaching practice, and their understanding regarding reflective teaching. The interview guidance was used to help the researcher keep the focus of the interview (see the interview guidance in appendix 3)
3.2.4 Teaching Journal
Various approaches have been defined in the literature to help develop reflective skills including peer observation, portfolios, action research, journal writing, etc (Calderhead, 1989). In this study, journal writing was seen as an opportunity for the teachers to use the process of writing to describe and explore their own teaching practice (Tressman and Edward, 1993). In this study, the teacher respondents were asked to write weekly teaching journals ranging from two to four times. Moreover, They were asked to select several questions from the guidelines adopted from Richard and Lockhart (1996) (see appendix). This data collection technique is used in order to know the teachers’ level of reflectivity in their writing about their teaching practice.
were not provided during the study period. The journals finally collected at the end of the five-week period.
3.3 Data Analysis Method
The data of the research were analyzed through qualitative data analysis. Alwasilah (2009) mentions that qualitative data analysis can be done through analyzing the questionnaire result collected for the research. In this research the questionnaire result and the interview result were analyzed to answer the research questions. The data analysis was immediately conducted after the data from questionnaires in coping with teachers’ understanding and practice regarding reflective English teaching. The research questions cover:
1. What is the teachers’ understanding and practice of reflective teaching? 2. What is the teachers’ levels of reflectivity?
3. What are the impediments that prevent teachers from being reflective?
All of the data were analyzed based on research questions stated above, and were categorized into four main central themes: the teachers’ understanding of the reflective English teaching, the teachers’ practice of reflective teaching, their level of reflectivity in their teaching journal, and the impediments that prevent teachers to do reflections. The coding of the data was constructed to protect the discretion of participants in order to make the data analysis easier. The coding is presented as follows:
Coding Interpretation
T1, T2, T3, T4, Teachers as participants of the research
INTV# The data are drawn from the interview with the participants
QST# The data are drawn from questionnaires OBS# The data are drawn from observation
TJ# The data are drawn from weekly teaching journals
and Lockhart (1994). The teachers’ responses for each chosen question from the journal entry-guide were grouped based on their similarities. Journal entries together with the questionnaire and interview data were used to categorise the reflection areas and reflection levels.
Moon (2004)’s level of reflectivity provide a model to asses the levels of reflectivity in the teachers’ teaching journal. The analysis of the journal entries included the placement of the extract into one of the four categories described by Moon as descriptive writing, descriptive reflection, dialogic reflection, and critical reflection. As it has been explained in chaper two:
a. descriptive writing (description of events or literature reports. There is no discussion beyond description)
b. descriptive reflection (there is no real evidence of the notion of alternative viewpoints in use)
c. dialogic reflection (a stepping back from the events considering alternatives of viewpoints)
d. critical reflection (the same action may be seen from different context)
Moreover, the data gained during observation were elaborated to find out whether teachers implemented what they believe as reflective English teachers. Since the data of this study were derived from different sources, then a data souce triangulation was implemented in order to find more comprehensive ideas to formulate the answers for the research questions (Patton, 1987; Creswell, 1994). Triangulation in this study was applied in order to enable the researcher to have multiple data sources, multiple theoretical perspectives, or multiple methods of different aspects interconnected (Holliday, 2005; Alwasilah, 2011, p. 136). Likewise, triangulation is also useful “in order to reduce the inherent weaknesses of individual methods by offsetting them by the strength of another, thereby maximizing the validity of the research” (Dornyei, 2007 p. 43). Furthermore, the data from all sources were compared and contrasted to enhance the validity of the findings. Freebody (2003) and Frankel (2007, p. 521) also state that “It improves the quality of the data that are collected and the accuracy of the researcher’s interpretation”.
CHAPTER FIVE
CONCLUSION, LIMITATION & RECOMMENDATION
This chapter presents the conclusion, the limitations and the recommendation for future studies related to reflective practice in teaching. It summarizes the findings and arguments in the discussion of the previous chapter. It also depicts the pedagogic implication and the ideas for future research and recommendations.
1.1Conclusion
There are four majors conclusions that can be generated from related research questions acknowledged in the preceeding chapters: the teachers’ understanding
of reflective teaching; the teachers’ practice of reflective teaching; the teachers’
levels of reflectivity from their journal writing, and the factors that impede teachers from being reflective in their practices.
First, the questions about the teachers’ understanding of reflective teaching has been answered in thefindings that the teachers define the reflective teaching term from different perspectives. The four teachers involved in this study also had four perspectives in defining reflective teaching. The perspectives are from technical, contextual, deliberative, and social perspectives. In addition, the teachers also revealed their understanding about the characteristics of reflective teacher. they seemed to elaborate the characteristics of reflective teachers defined by John Dewey (1933) that are openmindedness, responsibility, and wholeheartedness. Each teacher gave at least four characters of reflective teachers. Then about the importance of being reflective practitioners, the teachers listed several advantages that a teacher could maintain if they practice reflective teaching. the teachers mostly talked about the teacher development that is imboost by being reflective. Each teacher came up with three or four benefites that teacher can get by being reflective.
Related to the second research questions about the teachers’ practice of reflective
developing teaching journal, peer observation, video recording the lessons, getting
students’ feedback, and joining training and workshop. In the observation, it was
found that the teacher reflected individually, in a small group, and the whole school reflection. they practiced reflection-on, -in-, and -for action.
Next, the third questions investigated the teachers’s levels of reflectivity. The
levels of reflectivity in this study are seen from their journal entries. There are two teachers that wrote in the second level of reflectivity given by Moon (2006) that is descriptive reflection. One teacher wrote in the level of dialogic reflection and the one other teacher wrote in the highest level of reflectivity that is the critical reflection.
The last research question investigated the impediments that prevent teachers from being reflective. This study reveals that there are seral impediment related to the lack time, lack support from colleagues and school, lack of training, and teachers’ readiness to implement the small group reflective activities.
1.2Limitations
Apart from conclusion above, this study has some limitations. They are related to the object of investigation, the instruments, participants, and the result of the study.
First, concerning the object of investigation, this study is limited only to see the
teachers’general understanding of reflective teaching and how they practice the
notion of reflective teaching in general. There is only small little evident that was evoked in the findings of the study. Actually, this study should go into more detail understanding of all aspect of reflective teaching that the teachers have.
This study only came with how the teachers’ define reflective teaching, their
understanding of the reflective teachers’ characteristics and the importance of being reflective teaching in general.
researcher in exploring a specific topic about reflective teaching and see how the teachers react to the topic in order to know their understanding, and each teacher could also learn from each other.
Third, related to the participants, this study only evoke the four teachers’ internal
knowledge about reflective teaching. in fact, this study should also deal with the reality of the school where the study took place whether the school administrative or principal of the school also encouraged the implementation of reflective teaching in their school. This data will enrich the findings of the study.
Finaly, it is related to the results of the study. This study only presented the general understanding of the teachers related to reflective teaching. The understanding only covers the definitions, characteristics of reflective teachers, and the importance of being reflective. Actually, it could cover larger area of the
understanding of reflective teaching. Next, about the teachers’ level of
reflectivity, the levels were only analyzed based on the teaching journals that the teachers submitted. In fact, the levels of reflectivity in a longitudinal study could investigate the levels of reflectivity from all instruments, such as interview and observation.
1.3Recommendations
The researcher suggests that the future researcher that is interested in studying about reflective teaching will make use the limitation of the study in improving the future study qualities. Related to reflective teaching, there are many recent issues that the future researcher can deal with, for example in the latest curriculum 2013. The researcher may take the principle of reflective teaching with the implementation of the curriculum. Furthermore, the study about reflective teaching quantitatively is another suggestion for the next study. In order to know the percentages of teachers in Indonesian context that applies reflective teaching in their practice.
adequate knowledge and competences, and skills of being reflective practitioners will be able to develop themselves to be better teachers. In Indonesian context, the reflective teachers will be able to reach the four competences as stated in UU. No. 14. Pedagogical, personal, social, and professional competence of teachers can only be gained, if the teachers place themselves as learners of their experiences in teaching.
Moreover, for all teachers who are now in the pre-service education programs as well as the teachers who have already been in their career, it is much suggested to explore and expand their knowledge about reflective teaching in order that they could face dilemmas, complexities, and surprising events in their career as teachers. Solving the problems in teaching by looking back at their practice, and
learn from their own and their colleagues’ experience are the best way to
maintain career as professional teachers.
Finally, schools are also expected to provide the opportunity for teachers to reflect their teaching practice. Support from the school members is highly needed to encourage teachers to learn, reflect, and improve their teaching quality. Teachers can be grouped based on the subjects they teach to reflect together. Learning from each other is also pretty much emphasized in doing reflection in teaching. Teacher
communities are also hoped to organize events to enhance teachers’ understanding
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Appendices
Appendix 1
QUESTIONNAIRE
Questionnaire of teachers’ understanding and practice of reflective English teaching
Section 1: Background Information
Name :
Gender :
Year of Experience : Current Workplace : Levels of teaching :
Weekly Workload :
Educational Background :
Section 2
Please answer the following questions
1. Tell me what factors have led you to take teaching as your work.
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2. What does teaching mean to you?
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3. Do you feel supported to be a teacher by your family and friends? What do they think of you as a teacher?
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4. In your experience, do you feel accepted by your students? What do your students think about you as a teacher?
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5. Teaching is essentially an interactive process among a group of people learning is a social
setting usually describes as “classroom” (Cakir, 2010). What kind of learning situations
that makes you happy and satisfied?
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7. As far as you concern, what do you think about your teaching practice? Is there any area of your teaching you want to improve? Please explain.
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8. In your teaching experience, what kind of efforts have you done to improve your teaching practice? Please explain.
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9. Based on UU. No. 14. Year 2005 there are four competences that today’s teacher should
own; pedagogical, personal, professional, and social competences. As a teacher what have you done to develop your competences?
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10.Is there any teaching situation that made you unhappy and tired? Please explain your reaction to that problem.
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11.If you face several problems related to your teaching practice, when do you think the best time to learn about it? (please thick the answers) you can choose more than one.
Before teaching While teaching After teaching Please explain.
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12. In the context of English teaching, what have you done so far to improve your students’
language competences? What kind of support do you like to give to your students?
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13. Have you ever heard the word “reflective teaching”? Please explain what you understand
about this term.
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14.If you wanted to learn about your teaching practice, what activities would you conduct? Observing your classroom through video or audio taping
Asking the students’ opinion regarding your teaching practice Asking your colleagues (other teachers) to observe your teaching
Comparing your teaching practice with other teachers by observing them teaching Please explain how you did the action.
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15.There are three main characteristics of reflective teachers proposed by John Dewey (1933): Open-mindedness, responsibility, wholeheartedness. Do you think that you have developed these three characteristics? Please explain.
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16. Have you ever conducted an action research? What was it about? Did you learn something from doing it? Please explain.
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17.Do you ever have any training or workshop about the improvement of your teaching practice? Who provided the activity (the school where you teach, the government, or private institution)? Please explain what you got from the training or workshop. ………..
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18.Using yourself as the example, do you think that the teaching institution or the place where you got the pre-service training to be a teacher, have provided you with the knowledge of being successful teacher? What do you want to suggest for the teacher training institution?
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19.In your experience as a teacher, what makes it difficult for you to learn about your teaching and to solve the teaching problems occur in your class?
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20.As far as you understand, in what aspects will reflective teaching give you benefit? Would you share some characteristics of a reflective teacher?
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Thank you for your participation in this study
Appendix 2
Teaching Practice and activities
No. Statements Never Rarely Sometimes Often Usually 1. I observe my colleagues’
lesson
2. I consider how my practice might change after having new understanding
3. Colleagues, teacher trainers, or administrators observe my lesson
4. I get helpful feedback that can improve my teaching
5. I Explore possible meanings and implications of classroom events
learning
7. I search on the internet or read books for possible alternatives for my current teaching practices
8. I fill a formal reflection from every lesson you teach 9. I talk to my colleagues about
problematic issues in my classroom in order to have new ideas
10. After the lesson, I ask myself (what could I have done differently?)
11. I learn new things about individuals while teaching 12. I think whether the students get
the essential learning from the lesson
13. I keep a journal describing incidents in the classroom why things happen in the classroom and a plan for further action 14. I reach conclusion by the end
of the lesson that direct my future teaching practices
in the classroom and know why I do or say these things tasks are too difficult for some students
20. I adapt the activity or come up with a new activity if the original activity is too hard for the students.
21. I ask the students to express their feelings by asking them to give feedback to the lesson. 22. After the lesson, I think about
23. I plan what I need to do next class hour to ensure that the students learn the unclear context.
24. I asses the difficulty level of level of every activity that the students work on.
25. I deviate from the plan if I receive clues from the students that they do not understand 26. I think about possible
consequences or reactions that my actions or words might invoke
27. After the lesson, I consider every students’ engagement 28. I keep a personal professional
portfolio in which I collect proofs of my learning as a teacher over a specified period of time
29. I am aware of what went well and what did not go well during the lesson
Appendix 3
Interview Guidance
Date of interview :
Place :
Time :
Name :
Gender :
Age :
Assalamualaikum Warahmatullahi Wabarakatuh.
1. Sebelumnya, terimakasih atas kesediaan Ibu untuk menjadi responden dalam studi ini. Sudah berapa lamakah ibu menjadi guru bahasa Inggris?
2. Bisakah ibu menceritakan faktor apa yang membuat ibu akhirnya memutuskan untuk memilih menjadi guru
3. Menurut ibu apa tujuan dari pendidikan itu?
4. Kalau tujuan dari pendidikan bahasa Inggris menurut ibu apa?
5. Guru adalah komponen utama dalam proses belajar mengajar. Menurut ibu apa yang dinilai siswa terhadap gurunya?
6. Jika menilik kepada diri ibu sendiri sebagai guru, bisakah ibu menjelaskan kelebihan dan kekurangan ibu sebagai seorang guru?
7. Seringkah ibu memikirkan eksistensi ibu sebagai seorang guru? Kapan waktu yang sering ibu gunakan untuk memikirkannya?
8. Adakah aspek pengajaran yang ingin ibu tingkatkan?
10.Berkaitan dengan reflective teaching. Apa definisi dari reflective teaching yang ibu pahami?
11.Apakah institusi tempat ibu mendapatkan pendidikan menjadi guru membekali ibu tentang pengetahuan menjadi guru yang reflektif?
12.Kira-kira menurut ibu adakah manfaat menjadi reflektif dalam mengajar? 13.Dalam pengajaran, hal apa yang ibu biasa lakukan untuk meningkatkan mutu
pengajaran?
Appendix 4
(Adapted from Richards & Lockhart, 1996) Questions about your teaching
1. What did you set out to teach?
2. Were you able to accomplish your goals? 3. What teaching materials did you use? 4. What techniques did you use?
5. What grouping arrangements did you use? 6. Was your lesson teacher dominated?
7. What kind of teacher-student interaction occurred 8. Did anything amusing or unusual occur?
9. Did you have any problems with the lesson? 10.Did you do anything differently than usual? 11.What kinds of decision making did you employ? 12.Did you depart from your lesson plan?
13.What was the main accomplishment of the lesson? 14.Which parts of the lesson were the most successful? 15.Which part of the lesson were the least successful? 16.Would you teach the lesson differently?
17.Was your philosophy of teaching reflected in the lesson? 18.Did you discover anything new about your teaching?
19.What changes do you think you should make in your teaching? Questions about the students?
1. Did you teach all your students today?
2. Did students contribute actively to the lesson? 3. How did you respond to different students’ need? 4. Were students challenged by the lesson?
5. What do you think students really learned from the lesson 6. What did they like most about the lesson?
7. What didn’t they respond well?
Appendix 5
Guideline for Classroom observation
Identify a focus for the observation. For example:
1. Organization of the lesson: the entry, structuring and closure of the lessom
2. Teachers’ time management: allotment of time to different activities during the
lesson.
3. Students’ performance on task: the strategies, procedures, and interaction patterns
4. Time on task: the extent to which students were actively engaged during the task 5. Teacher questions and students responses: the type of questions teachers asked during
a lesson and the way students responded.
6. Classroom interaction: teacher-student and student-student interaction patterns during the lesson.
7. Group-work: students’ use of L1 versus L2 during group work, and the dynamics of group activities
Appendix 6
Teacher Interview Transcript of T#1
Day/Date : April 19th 2014
Time :19.00-19.30
Place : Cimahi
No. Questions Teachers’ Answers
1. Assalamualaikum Warahmatullahi Wabarakatuh.
Sebelumnya, terimakasih atas kesediaan Ibu untuk menjadi
Waalaikumsalam Warahmatullahi Wabarakatuh.
responden dalam studi ini. Sudah berapa lamakah ibu menjadi guru bahasa Inggris?
2. Bisakah ibu menceritakan faktor apa yang membuat ibu akhirnya memutuskan untuk memilih menjadi guru
Ya sebenarnya saya mah jadi guru ya karena saya dulunya tamatan pendidikan. Ya jadi mau gak mau saya jadi guru. Ditambah lagi karena ada peluang jadi guru. Ya apa salahnya diambil.
3. Menurut ibu apa tujuan dari pendidikan itu?
Menurut saya pendidikan adalah upaya untuk meningkatkan kualitas manusia. Membekali peserta didik agar menjadi manusia yang mandiri.
4. Kalau tujuan dari pendidikan bahasa Inggris menurut ibu apa?
Tujuannya adalah mempersiapkan peserta didik untuk bisa berkomunikasi dengan bahasa Inggris dan membekali mereka dengan kemampuan memahami bacaan yang berkaitan dengan apa yang mereka akan pelajari di masa yang akan datang.
5. Guru adalah komponen utama dalam proses belajar mengajar. Menurut ibu apa yang dinilai siswa terhadap gurunya?
Menurut pengalaman saya, siswa menilai gurunya dari segi kemampuan gurunya dalam mengajar dan sikap guru terhadap siswanya.
6. Jika menilik kepada diri ibu sendiri sebagai guru, bisakah ibu menjelaskan kelebihan dan kekurangan ibu sebagai seorang guru?
Kata anak-anak sih saya orangnya lebih bisa deket sama siswa, ya setidaknya saya akrab dengan anak-anak. Dan lagi saya mencoba untuk menjadi guru yang tidak terlalu memaksakan ekspektasi yang tinggi kepada anak, jadi saya lebih fleksibel lah sebagai guru.
