PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIrepository.usd.ac.id/9972/1/071214024_Full.pdf · Refleksi mingguan adalah salah satu aktivitas pembelajaran yang bertujuan untuk meningkatkan

THE EFFECT OF REFLECTION ON MICRO TEACHING STUDENTS’

TEACHING SKILL IMPROVEMENT IN MICRO TEACHING CLASS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree in English Language Education

By

Arima Renny Dayu Putri

Student Number: 071214024

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ART EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2012

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii


iii


iv

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work

or parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.

Yogyakarta, 21 June 2012

The Writer


071214024


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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma

Nama : Arima Renny Dayu Putri

Nomor Mahasiswa : 071214024

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

The Effect of Reflection on Micro Teaching Students’ Teaching Skill Improvement in Micro Teaching Class

Besera perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan memplubikasikan di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada Tanggal: 19 Juli 2012

Yang menyatakan



vi

ABSTRACT

PUTRI, ARIMA RENNY DAYU. 2012. The Effect of Reflection for Micro Teaching Students’ Teaching Skill Improvement in the Micro Teaching Class. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Weekly reflection is one of teaching and learning strategies which aim to improve students’ teaching skills. By making reflection, Micro teaching students observe their weaknesses and strengths during their teaching practices. It helps the micro teaching students to recall their teaching experiences and develop it in the next chances. However, based on the researcher’s experience there were some of Micro Teaching students who considered weekly reflection as a meaningless assignment. It is important to conduct a study which aims to find out the effect of weekly reflection on the students teaching skill improvement.

This study investigated two problem as follows. (1) What are the contents of micro teaching students’ reflection? (2) What are significant improvements made by the micro teaching students from the first teaching practice to the second teaching practice?

Since this research investigated the quality of the relationship between weekly reflection and the microteaching students’ teaching skill improvement, this research was included in qualitative research. In more specific, this was a survey study. The researcher collected data from a group of sixth semester students of Micro Teaching class through survey study.

The data analysis showed that the contents of all micro teaching students’ reflection consisted of the evaluation about the weaknesses and strengths made during the teaching practices. Moreover, the 70% of respondents wrote their evaluation on method or strategy in delivering teaching and lesson or material designed for teaching learning activities. There were 10% of the respondents who wrote their goals for the next teaching practice in the reflection web blog. Moreover, there were 50% of respondent reflection that consisted of their evaluation about the improvement and development of their teaching skills. In addition, there were 30% of respondents who wrote that reflections become a plan to do action from what they learnt. The result of the second teaching practice observation revealed that there were 40% of respondents who implemented reflective teaching good. Moreover, there were 30% of respondents who reached few amount of improvements. In addition, there were 30% of respondents who did not make any improvements. Key words: Micro Teaching, reflcetion, teaching skill


vii

ABSTRAK

PUTRI, ARIMA RENNY DAYU. 2012. Efek dari Refleksi terhadap

Peningkatan Kemampuan Mengajar pada Mahasiswa Micro Teaching di Kelas Mikro Teaching. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Refleksi mingguan adalah salah satu aktivitas pembelajaran yang bertujuan untuk meningkatkan kemampuan mengajar. Dengan membuat refleksi, mahasiswa Mikro Teaching akan menulis kelemahan dan kelebihan selama proses praktek mengajar. Maka, refleksi membantu mahasiswa Mikro Teaching untuk mengingat proses mengajar dan mengembangkannya pada kesempatan berikutnya. Namun, sesuai pengalaman peneliti, ada beberapa mahasiswa Mikro Teaching yang menganggap refleksi mingguan adalah tugas yang kecil manfaatnya. Maka, hal ini penting untuk mengadakan penelitian yang bertujuan untuk menemukan efek dari refleksi mingguan terhadap peningkatan kemampuan mengajar.

Penelitian ini mencari (1) isi dari mahasiswa Mikro Teaching refleksi, (2) peningkatan yang dicapai oleh mahasiswa Mikro Teaching dari praktek mengajar yang pertama ke praktek mengajar yang kedua. Penelitian ini menggunakan penelitian kualitatif karena meneliti kualitas dari hubungan refleksi mingguan dan peningkatan kemampuan mengajar. Lebih spesifiknya,penelitian ini tergolong survey karena peneliti mencari data dari sebuah grup mahasiswa semester 6 dari kelas Mikro Teaching terhadap efek refleksi yang bersangkutan dengan peningkatan kemampuan mengajar.

Analisa data menunjukan bahwa semua responden menuliskan kelemahan dan kelebihan pada proses mengajar. Kemudian 70% dari responden menulis evaluasi terhadap metode dan strategy dalam mengajar dan materi mengajar. 10% responden menuliskan pencapain peningkatan pada proses mengajar berikutnya. 50% responden menuliskan perkembangan yang telah mereka capai. 30% responden menuliskan bahwa refleksi berguna sebagai rencana untuk melakukan tindakan dari apa yang telah dipelajari.. Hasil dari penelitian pada praktek mengajar yang kedua menunjukan bahwa 40% responden telah menjadi pengajar yang reflektif secara maksimal. Kemudian 30 % responden melaksanakan sedikit peningkatan. Dan 30% responden tidak melaksanakan peningkatan. Kata Kunci : Micro Teaching, reflcetion, teaching skill ,


viii

ACKNOWLEDGEMENTS

First of all, I would like to express my deepest gratitude to ALLAH SWT

for all blessing and love that have guided me into this thesis.

For sure, I would like to express my greatest gratitude to my major

sponsor, Christina Kristiyani, S.Pd., M.Pd, for all of her spirit, guidance,

advice, valuable time, from the beginning to the accomplishment of this thesis. I

realize that I would not finish this thesis without her. In addition, I would also like

to thank Caecilia Tutyandari, S.Pd., M.Pd, for the opportunity given to me to

conduct my study on her microteaching class.

Further, I would like to thank all of students of that Microteaching class

for their willingness to be the participants for my study. By permitting me to

observe their teaching presentation and analyzing their weekly reflection that

really help me in conducting this study.

Moreover, I would like to deeply thank all lecturers of English Education

Study Program of Sanata Dharma University. I believe that I am nothing without

them. My gratitude also goes to PBI secretary officer and all the librarian staffs

for their assistance during my study.

I dedicate this accomplishment especially to my beloved Papa and my

family for their endless love, motivation, advice, prayer, and encouragement.

Furthermore, my special gratitude belongs to my wonderful best friend, Ruddy,

who always supports me in managing my extra ordinary life. Moreover, my

special gratitude goes to Dian, who always reminds me to work on my thesis. In


ix

addition, I would like to express my great gratitude to Yuyun, Sance, Eboy and

Widi for the true friendship. I will keep our memories in the deep of my heart.

Finally, I would like to thank all friends and relation, for all help given to me and

experiences shared with me.



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TABLE OF CONTENTS

Page

TITLE PAGE ............................................................................................................. i

APPROVAL PAGES ................................................................................................. ii

STATEMENT OF WORK’S ORIGINALITY .......................................................... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ........................................................... v

ABSTRACT ............................................................................................................... vi

ABSTRAK ................................................................................................................... vii

ACKNOWLEDGEMENTS ....................................................................................... viii

TABLE OF CONTENTS ........................................................................................... x

LIST OF TABLES ..................................................................................................... xii

LIST OF FIGURES ................................................................................................... xiii

LIST OF APPENDICES ............................................................................................ xiv

CHAPTER I: INTRODUCTION ............................................................................... 1

A. Research Background ................................................................... 1

B. Research Problem ......................................................................... 4

C. Problem Limitations ..................................................................... 4

D. Research Objectives ..................................................................... 5

E. Research Benefits ......................................................................... 5

F. Definitions of Terms..................................................................... 6

CHAPTER II: REVIEW OF RELATED LITERATURE ......................................... 8

A. Theoretical Description ................................................................. 8

1. Reflection ....................................................................................... 8

2. Microteaching ................................................................................ 11

3. Teaching skill ................................................................................. 12

4. Reflective Teaching ....................................................................... 13

B. Theoretical Framework .................................................................. 15


xi

CHAPTER III: RESEARCH METHODOLOGY ..................................................... 17

A. Research Method ........................................................................... 17

B. Research Respondents ................................................................... 18

C. Instruments and Data Gathering Techniques ................................. 20

D. Data Analysis Techniques ............................................................. 22

E. Research Procedures ...................................................................... 24

CHAPTER IV: RESEARCH RESULTS AND DISCUSSION ................................. 27

A. The Content of the Micro Teaching Students’ Reflection ............. 27

B. The Significant Improvement Made by Micro Teaching Students 34

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ......................................... 63

A. Conclusions .................................................................................... 63

B. Suggestions .................................................................................... 65

REFERENCES ........................................................................................................... 66

APPENDIX I : The Result of the First Observation ................................................. 68

APPENDIX II : Respondent Reflections ................................................................... 81


xii

LIST OF TABLES

Tables Page

1 . General Teaching Skill……………………………………………..................................35

2. Set Induction Skill…………………………………………………...…………........................ 39

3. Stimulus Variation Skill……………………………………………..…………..................... 41

4. Reinforcement Skill……………………………………………………………........................ 43

5. Questioning Skill…………………………………………………….…………....................... 45

6. Set Closure Skill…………………………………………………….…………......................... 46

7. The Significant Improvement of 1st respondent ………………………………......... 49

8. The Significant Improvement of 2nd respondent………………………………......... 50

9. The Significant Improvement of 3rd respondent…………………...…………......... 51

10. The Significant Improvement of 4th respondent…………………..……….......... . 53

11. The Significant Improvement of 5th respondent…………………..………........... 54

12. The Significant Improvement of 6th respondent…………………...……….......... 55

13. The Significant Improvement of 7th respondent……………………………........... .56

14. The Significant Improvement of 8th respondent…………………..………........... 57

15. The Significant Improvement of 9th respondent…………………..………........... .59

16. The Significant Improvement of 10th respondent………………….……….......... 59

17. The Summary of Significance Improvement……………………….………............. 62


xiii

LIST OF FIGURE

Figure Page

1. The Result of the Reflection Analisys……………………………..………............... 28


xiv

LIST OF APPENDICES

1. The Result of the First Observation ………………………………………...............68

2. The Respondents’ Reflections …………………………………….........................81

3. Permohonan Ijin Penelitian…………………………………………….......................128


1

CHAPTER I

INTRODUCTION

The researcher discussed the research background, research problem,

problem limitation, research objectives, research benefits, and definition of terms

in this chapter.

A. Research Background

Being a teacher is not an easy thing. A teacher needs several skills in

delivering teaching learning process. Those skills are set induction skill, stimulus

variation skill, set closure skill, and reinforcement to the student participation skill

as edited by Purnomo, Puji., Rismiati, E.C., Domi, Severinus., & Rohandi, R.

(2008).

English Language Education Study Program (ELESP) in Sanata Dharma

University prepares good English teachers. In order to facilitate this goal there are

some courses which help English Language Education Study Program students to

be good teachers in the future as stated in Micro Teaching Course’s syllabus.

Those courses are Approach Method and Techniques, Curriculum Material

Design, Instructional Design, Language Learning Assessment, Micro Teaching,

and Program Pengalaman Lapangan. Micro Teaching and Program Pengalaman

Lapangan are the courses in which the teacher candidates practice their teaching

skills in the form of teaching presentations.


2

As stated by Kristiyani (2010) in the lesson unit plan of micro teaching,

Micro Teaching course is a compulsory course which is designed for developing

teaching skills for English Language Education Study Program students of Sanata

Dharma University. Richards (1998, p.20) stated that Micro Teaching is “a

training-based view of teaching” in which teaching can be defined into

individuals’ skill that can be practiced individually. Micro teaching students are

trained to be teachers by practicing real class simulation. Based on the English

Language Education Study Program syllabus prepared by Kristiyani (2010), all of

micro teaching students have two chances to teach their classmates in Micro

Teaching class and also a chance to teach lower semester students. Micro teaching

students are required to teach in Micro Teaching class for 30 minutes for the

practice teaching 1 and 2. While in the practice teaching 3, they have to teach

lower semester students. These activities are significant for improving their

teaching skills since they are going to face the real class in the future as real

teachers.

Moreover, Micro Teaching students are instructed to make weekly

reflection. Making weekly reflection is one of teaching and learning activities in

order to improve students’ teaching skills. Ghaye and Ghaye (1998) stated that

reflecting on practice is reflecting on us and others in a certain experience. It aims

to “deepen our understanding of what have happened in terms of the incident

itself”. By making reflection, micro teaching students are going to write their

weakness and strengths during their teaching practice. Therefore, it helps the


3 micro teaching students to recall their teaching experiences and develop it in the

next chances.

The goal of practicing teaching more than once is to improve their teaching

skills. One of the strategies is using reflective teaching. Zeichner and Liston

(1996) as cited by Ghaye and Ghaye (1998) stated that “in the concept of

reflective teaching, there is often a commitment by teachers to internalize the

disposition and skills to study their teaching and become better at teaching over

time, a commitment to take responsibility for their own professional

development” (p: 57). The purpose of reflection is to help the micro teaching

students become better in their teaching day by day.

Nuryadin (2007) conducted a research about students’ implementation and

perception on the use of weekly reflection in Micro Teaching course in English

Language Education Study Program in Sanata Dharma University. It is showed

that most of the micro teaching students had positive perception on the

implementation of weekly reflection. However, according to the researcher’s

experience when she was taking Micro Teaching course in sixth semester, there

were some of Micro Teaching students who considered weekly reflection as a

meaningless assignment. They did not write the weekly reflection seriously based

on their own experiences in teaching practices. Therefore, it is important to

conduct a study which aims to find out the effect of weekly reflection on the

students teaching skill improvement.

This study investigated the content of weekly reflection written by the

micro teaching students. Besides, it aimed to find out the significance of


4 improvement made by the micro teaching students after writing reflection

between the first and the second teaching practices.

B. Research Problems

Based on the research background which has been discussed previously,

the problems are formulated into two questions.

1. What are the contents of micro teaching students’ reflection?

2. What are significant improvements made by the micro teaching students from

the first teaching practice and the second teaching practice?

C. Problem Limitation

Reflection is used as the teaching learning strategy in the several courses

in the English Language Education Study Program in Sanata Dharma University.

However, this study limited the research only in Micro Teaching course since the

weekly reflection in this class had a relationship to improve Micro Teaching

students’ teaching skill as well as to prepare English Language Education Study

Program students to be a good teacher. Moreover, this study only focused on how

weekly reflections are used to improve Micro Teaching students’ teaching skill.

The researcher observed the effects of weekly reflection on the students’ teaching

skill improvement. The researcher observed the six semester of micro teaching

students in 2010/2011 academic year, even semester.


5 D. Research Objectives

As stated in the research problems above, this study intended to identify

the contents of micro teaching students’ weekly reflections. Besides, this study

also identified the significant improvement that micro teaching students made.

E. Research Benefits

The researcher hoped that the result of this study would give beneficial

contribution to ELESP lecturers, ELESP students, and other researchers.

1. ELESP Lecturers

The result of this study would give the lecturers additional information

about how to apply the weekly reflection so that they can be useful for English

Language Education Study Program students. It means that the existence of

weekly reflection will give high contribution toward the success of teaching and

learning activity.

2. ELESP Students

This study would give ELESP students clear information about the aim of

weekly reflection in Micro Teaching course which is to help them recalling their

weaknesses and strengths that they do during the first teaching presentation. They

can use their reflections to be able to correct their weaknesses and to keep and

improve their strengths. Thus, Micro Teaching students would consider that

reflection is one of teaching strategies which is applied to reach the goal of Micro

Teaching course.


6 3. Other Researchers

This study is expected to be able to help other researchers who are going

to conduct similar research about weekly reflection in Micro Teaching class.

Moreover, it would also give contribution to others who are going to study other

topics but still in the scope of Micro Teaching course. Besides that, this study also

helps other researchers who are going to study about reflection in other study

programs.

F. Definition of Terms

There are three terms which are discussed in order to avoid readers

misunderstanding. Those terms are as follows.

1. Reflection

Boud (2001, p.2) stated that reflection is a process of finding experiences

and learning new things. It concerns with recalling the experiences and engaging

with them to get the memories of what has happened. In this study, weekly

reflection means a tool for the micro teaching students to recall and realize about

all experiences in every meeting. Moreover, they are asked to reflect others’

experiences which useful for improving their teaching skills.

2. Micro Teaching

According to McKnight (1971) as quoted by Brown (1975), Micro

Teaching is described as “a scaled down teaching encounter designed to develop

new skills and refine old ones”. The Micro Teaching student teaches a small


7 group of students around ten minutes. The teaching presentation is recorded,

observed and analyzed by the trainer himself and the lecturer. Micro Teaching is a

subject in which teacher candidates present and manage a teaching-learning

process (Purnomo et al, 2008). In addition, Richards (1998, p.20) defines micro

teaching as “a training-based view of teaching” in which teaching can be defined

into individual skills that can be practiced individually by micro teaching students.

In this study, micro teaching is a course which prepares the English

Language Education Study Program in Sanata Dharma to have their first teaching

practice. Micro Teaching students teach their classmates in class for three times in

30 minutes duration. Besides that, Micro Teaching students have the opportunity

to practice teaching in lower semester class.

3. Teaching Skills

According to Purnomo et al. (2008) in “Buku Pedoman Pengajaran

Mikro” teaching skills for teacher candidates are divided into two skills. They are

general skills and specific skills. The general skills of the teacher are ability to

master the material, appearance and confidence, ability to manage the class, and

ability to use language in correct grammar and pronunciation and the speaking

fluency. While the specific skills are set induction skill, stimulus variation skill,

reinforcement of students’ participation skill, questioning skill, and set closer

skill. In this study, the researcher chose the teaching skills to be analyzed which

are relating to the application of weekly reflection and reflective practitioner. The

micro teaching students practice reflective teaching and write weekly reflection in

order to develop their teaching skills over the time.


8

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter is divided into two sections. First, the researcher discusses

relevant theories, involving: reflection, microteaching, teaching skills, and

reflective teaching in theoritical description. Second, the researcher synthesizes all

relevant theories in theoretical framework.

A. Theoretical Description

In this section, the researcher reveales some theories on the reflection in

teaching, microteaching, teaching skills, and reflective teaching.

1. Reflection

The researcher presents two parts of the theory about reflection. Those are

as follows.

a. Types of Reflection

Ghaye and Ghaye (1998, p.8) divide the nature of reflection into four

types. Those types are as follows.

1) reflection-on-values: being professional

2) reflection-on-practice: resolving teaching concern

3) reflection-on-improvement: the validation of practice

4) reflection-on-context: partnership in practice

Based on Ghaye’s and Ghaye’s opinion (1998, p.8), reflection on value

concerned with the relationship between values and practice. He reports that some


9 professional in education, teachers, and schools argued that certain set of values

give them the sense of identity, purpose and integrity. Moreover, he states that

reflection-on-practice is reflecting on us and others in a particular practice

incident. It aims to “deepen our understanding of what has happened in terms of

the practice incident itself”.

b. Function of Reflection

Burden and Bird (1994) define three benefits of reflection for teacher.

Those are as follows.

1) First, reflection becomes the tool to reflect on the methods he/she currently

use to present a subject and on ways that he/she could improve his/her

teaching methods.

2) Second, reflection is useful to evaluate the lesson taught on that day and might

be helpful next time to teach that lesson.

3) Third, reflection enables to set teaching goals for themselves more easily. It

means that they can take note of their teaching goals.

Furthermore, Loucks-Horsley, Harding, Arbuckle, Murray, Dubea, &

Wiliams (1987) as quoted by Burden and Bird (1994) states that reflection is

useful for teachers to guide themselves for their professional development.

Reflection is used for teachers to some functions such as:

1) assessing their own strengths and weaknesses based on their performances;

2) identifying their own areas for improvement and development;

3) planning their own strategies for achieving their professional development or

improvement goals, and;


10 4) assessing their own growth and performance relative to their professional

development goals.

In addition, Ghaye and Ghaye (1998) also conclude the function of

reflection. The functions of reflection are as follows.

1) to act as a bridge from the private knowledge to considered action and from

the practice educational world to the process of theory generation based on

Silcock’s theory (1994) as quoted by Ghaye and Ghaye (1998)

2) to enhance the quality of action that enables somebody to discuss about

practice and then to practice different things according to Olsen’s statement

(1992) as quoted by Ghaye and Ghaye (1998)

3) to increase accountability that increase burden for professional accountability

residing with the individual practitioner based on Diamond’s statement (1991)

as quoted by Ghaye and Ghaye (1998)

4) as a much-needed encounter discourse to pervasive technicist views of

educational practice that marginalize and delegitimize the teaching

experiences, histories, and practical wisdom that practitioner used according

to Smyth’ theory (1991) as quoted by Ghaye and Ghaye (1998)

Hence, Ghaye and Ghaye (1998) explaine reflection on practice is not just

about learning from experience in a private and solitary way, but it is about

knowledge production that has the potential to enlighten and empower teachers. It

can help them envision, nourish and imagine improved teaching and learning

situations. Then, reflective on practice is not about reflecting only on the

extraordinary but teachers can also reflect on themselves and the part they played


11 in particular incident. It is used to “deepen their understanding of what they are

looking at in terms of the practice incident itself”.

2. Micro teaching

Purnomo et al (2008) state that Micro teaching course is one of

compulsory courses in a faculty of teacher training and education. The teacher

candidates have to learn teaching skills in the micro teaching class previously

before taking Program Pengalaman Lapangan (PPL). Micro Teaching students

learn about teaching skills and practice teaching in front of their friends in

teaching simulation. After that, they recall and analyze their own and others’

teaching experiences to make an improvement in other teaching simulations.

Allen and Ryan (1969) describe five essential propositions of micro

teaching. Those are as follows.

a. Micro teaching is a real teaching practice. Although the teaching situation is a

constructed one in the form of teaching practice, the qualified teaching occurs.

b. Micro teaching reduces the complexities of normal classroom teaching. Those

include class size, scope of content, and time.

c. Micro teaching focuses on training for the accomplishment of specific task.

These tasks may involve the practice of instructional skills, the practice of

teaching techniques, the mastery of certain curriculum material, and the

demonstration of teaching methods.


12 d. Micro teaching allows the increased control of practice. The rituals of time,

student method of feedback and supervision can be manipulated to build a

high degree of control into the training program.

e. Micro teaching expands the normal knowledge-of-result or feedback

dimension in teaching. The trainer gained the critics after her/his performance.

3. Teaching Skills

Based on Allen and Ryan (1969), there are 14 general teaching skills that

should be applied in teaching process. Those skills are stimulus variation, set

induction, set closure skill, silence and nonverbal cues skill, reinforcement of

student participation skill, fluency in asking question, probing question, higher-

order question skill, divergent question skill, recognizing attending behavior skill,

illustrating and use of example, lecturing, planned repetition, and completeness of

communication

Meanwhile, Purnomo et al. (2008) define the teaching skill for training

teachers into two: general skills and specific skills. The general skills of the

teacher are ability to master the material, appearance and confidence, ability to

manage the class, ability to use language in correct grammar and pronunciation

and the speaking fluency.

Moreover, the specific skills are set induction skill, stimulus variation

skill, and reinforcement of students’ participation skill, questioning skill, and set

closure skill. Set induction skill based on Allen and Ryan (1969, p.18) is

described as a set of pre-instructional orientation that helps the teachers prepare


13 their students for the lesson in order to induce the maximum pay-off in learning.

The purpose of this skill is to clarify the goals of instruction by using student’s

present knowledge and skills to involve them in the lesson. Next, Allen and Ryan

(1969, p.15) identified that stimulus variation skill is dialed with teacher’s

movement, gestures, focusing, interactional styles, and shifting sensory channels

which purpose is to help teacher to become a more varied stimulus in the

classroom. Moreover, they identified reinforcement skill as a skill to give

encouragement to the students to involve actively in the teaching and learning

activity. For set closer skill, Allen and Ryan (1969, p.19) explaine that set closer

is achieved when the major purposes and principles of the lesson or a portion of it

is judge to have been learned, so that new knowledge can be related to past

knowledge.

4. Reflective Teaching

When embracing the concept of reflective teaching, frequently there is a

commitment among the teachers to internalize the disposition and skills to study

their teaching and to become better at teaching over time, a commitment to take

responsibility for their own professional development.

Zeichner’s and Liston’s theory (1996) as quoted by Ghaye and Ghaye

(1998) state that the assumption of responsibility is a “central feature of the idea

of the reflective teacher. Teacher self assessment is the process of self

examination for the purpose of instructional self- improvement” (p: 57).


14

Ghaye and Ghaye (1998) state that reflective practice is filled and

energized by experience that teacher has to reflect on their experience and the

things that it comprises. A Learning through experience interest: reflection on

past actions. An active exploration on teachers ‘own and others’ experiences. This

requires practitioner to value their own experiences and have an openness that

enables them to learn from the experiences of others (Kolb, 1984)

There are many lists of attributes of reflective practitioner. Zeichner and

Liston (1996, p.6) as quoted by Ghaye and Ghaye (1998) argue that a reflective

teacher will do several actions. Those actions are as follows.

a. examining and attempting to solve the dilemma of classroom practice,

b. be aware of and questions the assumptions and values he/ she brings to teach,

c. be attentive to the institutional and cultural contexts in which he or she

teaches,

d. taking part in curriculum development and being involved in school change

efforts,

e. taking responsibility for his or her own professional development.

As reflective practitioners, teachers need to be willing to analyze their own

traits and behaviors in relation to the events that take place in the classroom

(Zeicher & Tabachnick, 1981 as cited by Burden & Bird, 1994). Thus, teachers

need to observe and attempt to make sense of situations by checking their insight

against prior experience.

Reflective practitioner uses journal writing to take a note about their

teaching and stimulate reflection. Journal writing is a way for teachers to practice


15 critical analysis and reasoning. It also enables teacher of education faculty to

challenge and support each student’s reflective thinking. Journal writing keeps a

daily journal in which teachers record their experience and raise question about

teaching. Journals enable prospective teachers to systematically reflect on their

development as a teacher and on their action in the classroom.

B. Theoretical Framework

This study needs four theory concepts. Those are the theories of reflection

in teaching and its function, Micro Teaching students and its course, the theory of

teaching skills, and the theory of reflective teaching.

All of the concepts of the theories are important to support this research

and they are also related to each other. The theories about reflection are needed

since this study is focused on the effect of reflection. According to Burden and

Bird (1994) reflection useful to reflect method in teaching, evaluate lesson taught,

and set teaching goal. Loucks-Horsley, Harding, Arbuckle, Murray, Dubea, &

Wiliams (1987) as quoted by Burden and Bird (1994) state that reflection is useful

for teachers for their professional development such as assessing performances

and development, identifying improvement, and planning goals. In addition,

Ghaye and Ghaye (1998) conclude the function of reflection for planning to do

action from what they learnt. The theories of reflection are beneficial in order to

know what the contents of microteaching students’ reflections are. By knowing

the theory of reflection, the researcher can analyze whether Micro Teaching

students use reflection seriously and optimally or not.


16

Theory of reflection is related to the theory of teaching skill from Allen

and Ryan (1969). It is because the goal of this study is to analyze the effect of

reflection toward the improvement of teaching skill. Since this research is

intended to analyze the effect of reflection toward Micro Teaching students’

teaching skill improvement, teaching skills’ theory is needed. The researcher is

going to observe the implementation of the teaching skill of Micro Teaching

students in their teaching practice. Thus, the researcher has to comprehend the

function of each skill.

The theory of teaching skill is related to the theory of microteaching since

one of the ways to develop teaching skill is in microteaching class. The theory of

micro teaching is needed in order to limit this study since the concern of this study

is on the use of reflection in micro teaching course. The last, the theory of

reflective teaching is needed because reflective teaching is the method of teaching

which apply reflection strategy to achieve the learning goal that is improving

teaching skill for the microteaching students. The purpose of writing reflection is

to apply reflective teaching for microteaching students. Micro Teaching students

practice reflective teaching by recalling their experience in the first teaching

practice and write down on the reflection. They were going to analyze their

weaknesses. Finally, they will get self improvement.


17

CHAPTER III

METHODOLOGY

This chapter consists of six major sections. They are research method,

research setting, research participants, instruments and data gathering technique,

data analysis technique, and research procedure. This research belongs to

qualitative research since the data of this research were presented in words instead

of numbers and measures.

A. Research Method

The study belongs to qualitative research. Fraenkel and Wallen (1993, p.

380) stated that “a qualitative research is a research where the researcher

investigates the quality of relationship, activities, situations, or materials.” Since

this research investigated the quality of the relationship between weekly reflection

and the microteaching students’ teaching skill improvement, this research was

included in qualitative research. Moreover, the goal of this research was to find

out and to gain understanding about the importance of weekly reflection which

was implemented in the Micro Teaching course toward the improvement of

microteaching students’ teaching skill. According to Ary et al. (2010, p.29), the

goal of qualitative research is “a holistic picture and depth understanding, rather

than a numeric analysis of data.

In more specific, this was a survey study. Survey study is a study in which

the researcher collects data or information from a group of people (Fraenkel &


18

Wallen, 1993, p.343). In this study, the researcher collected data through

document analysis from a group of sixth semester students of Micro Teaching

class toward the effect of weekly reflection dealing with microteaching students’

teaching skill improvement. Moreover, this study was included into a sample

survey. Based on Ary et al (2010, p.373) a sample survey is a survey that studies

only a portion of the population. This study did not gain data from all Micro

Teaching students of academic year 2010 / 2011 of English Education Study

Program in Sanata Dharma University but it took a sample of the micro teaching

students’ population.

B. Research Respondents

This study investigated a population of six semester students of English

Language Education Study Program of Sanata Dharma University who were

taking Micro Teaching course in 2010/2011 academic year even semester. The

data were gathered from April 27th to June 15th 2011. Sprintall, Schmutte, and

Sirois (1991, p.27) determined the “the term ‘population’ refers to the entire group

of people, things, or events that have at least one common trait.”

Ary et al. (2002) state population as “all members of any well-defined

class of people, events, or objects”. However, the researcher only investigated the

small group from the population. The reason was because the researcher wanted to

analyze deeper about the relationship between reflection and teaching skills

improvement from a small group of micro teaching students. The researcher

thought that she could not analyze deeply if the respondents were all members of


19

micro teaching students. Thus, the researcher chose the small group of the

population to be her respondents. The small group of the population itself is called

as a sample.

Fraenkel and Wallen (1993, p.79) described a sample in a research study

as “the group on which information is obtained. While the larger group to which

one hopes to apply the result is called the population”.

Furthermore, in this study, the researcher selected 12 students of a micro

teaching class. Those were the micro teaching students who practiced on the last

four days on the first teaching presentation. The researcher applied purposive

sampling to select the respondents. Purposive sampling was applied in this study

because of several reasons. The first one was to have efficient time in conducting

first observation. Ary et al. (2002. p.169) stated that a purposive sampling referred

to as “sample elements judged to be typical, or representative, are chosen from the

population. Related to this theory, every member of the population has the same

chance to give his/her contribution toward the study. The second reason was not

to differentiate the background knowledge of the micro teaching students. Thus,

there would not be any subjectivity on the result of the study.

Unfortunately, there were two respondents who did not upload their

reflection on the web blog. Therefore, the researcher decreased the number of

respondents since there were no data to be analyzed. Finally, the researcher had 10

respondents.


20

C. Instruments and Data Gathering Technique

To obtain the data which was needed to answer the research problems, the

researcher used many instruments. Those instruments were observation notes,

documents such as video of the teaching presentation, and microteaching students’

reflections paper, and questionnaire. The researcher gave each function and use of

the instrument below:

1. Observation Notes

The observation notes were used by the researcher to write the information

about her first observation on the micro teaching students’ teaching practices. The

researcher also wrote the weaknesses and strengths that the respondents made

during their teaching practices. Moreover, observation notes also helped the

researcher in the second observation as well as in the second teaching practice of

the respondents. In this case, the researcher wrote down her point of view toward

the function of weekly reflection toward the second teaching practice.

In this study, the researcher became non participant observer since she did

not take any part in the micro teaching class concerned. As stated by Ary et all.

(2002) that non participant observer observes the study without “participating or

taking any active part in the situation”. The data were taken by observing the

micro teaching students teaching practice session 1 from April 27th to May 9th

2011. The data which were written in the observation notes were about: what

happen during the respondents’ teaching practices, what the weaknesses and

strengths did by the respondents during the teaching practices were. Moreover,


21

observation notes were used again when observing the second teaching practices

of the respondents from May 16th to June 1st, 2011.

2. Documents

The second instruments were documents. There were two kinds of

documents used in this study. They were reflections papers of the respondents and

the respondents’ videos of their teaching practices. The reflections that would be

used for analysis were the reflections which were made between the first teaching

practice and the second teaching practice from April 27th to June 15th 2011. The

researcher downloaded the respondents’ reflections from the web blog. Therefore,

it was included into primary source documents. Ary et al. (2002) stated that a

primary source is a document written by someone who has had firsthand

experience with the phenomenon under study. In this case, the weekly reflection

paper was purely made by the micro teaching students after they have the

experience to become students teacher and also participant. While the videos were

the respondents’ videos of the first teaching practice and the second teaching

practice.

3. Questionnaire

Furthermore, questionnaire was also used when having the second

observation on the second teaching presentation of the respondents. The

questionnaires were made after the researcher analyzed the field notes and

matched it to the microteaching students’ weekly reflections. The contents of the


22

questionnaires were the improvements that the respondents should do based on

their weekly reflections which were made during the first and the second teaching

practice. The questionnaire was made based on field notes analyses. The

questionnaires helped the researcher to compare whether the respondents

improved their teaching skill or not.

D. Data Analysis Technique

The first data were gained through observation and written in the

obsevartion notes. The researcher wrote how the micro teaching students practiced

their teaching skills. Furthermore, the researcher classified the data into two that

were the strength and the weaknesses of microteaching students and wrote it down

into table. Those data are used to check the reflection made by the microteaching

students. The researcher gathered the reflections by downloading from Micro

Teaching students’ web blog.

The data from the refection were used to answer the first problem

formulation that was the content of microteaching students’ reflection. The

researcher found understanding from the reflection on how the microteaching

students recalled their experience from the teaching presentation to the reflection

paper. The research analyzed on what the contents of micro teaching students’

reflection. The function of reflection which used for analysis was taken from

several experts as stated previously in the chapter II. Those experts are Burden

and Bird (1994), Loucks-Horsley, Harding, Arbuckle, Murray, Dubea, & Wiliams

(1987), and Silcock (1994). The reflection could be categorized as a good


23

reflection where the micro teaching students used reflection as these functions of

reflection below.

a. Micro Teaching students used reflection as a tool to reflect method currently

used to present the subject.

b. Micro Teaching students used reflection to evaluate the lesson taught.

c. Micro Teaching students used reflection to set teaching goals.

d. Micro Teaching students used reflection to evaluate their weaknesses and

strengths in the teaching practices.

e. Micro Teaching students used reflection to define their improvement in

practicing teaching.

f. Micro Teaching students used reflection to plan to do action from what they

learnt.

Besides those functions, the primary function of reflection as stated by one

of Micro teaching lecturers the microteaching students had to evaluate their

weaknesses and strengths made during the teaching presentation. After that, the

microteaching students presented those evaluations in the weekly reflection. The

researcher presented the contents of micro teaching students’ reflection in the

percentage.

After that, the researcher made close questionnaire which consisted of the

improvements that would be conducted by every respondent in the second

teaching practice based on the reflection they made and the analysis made by the

researcher. The result of the questionnaire sheets was used to answer the second

problem formulation of this study which is the kinds of significant improvements


24

that the microteaching students did from the first teaching practice to the second

teaching practice. The researcher stated the result of the second teaching practice

in percentage which consisted of the total significant improvements reached

divided by the significant improvements should be reached by each respondent. It

could be broke down into

∑ Significant improvements reached X 100%

∑ Significant improvements should be reached

The researcher classified the significant improvements into 3 classifications. The

micro teaching students who improved more than 50% of improvements

categorized as successfully practiced reflective teaching. The respondent who

improved less than 50% of improvements categorized as sufficiently practiced

reflective teaching. The respondent who did not improve any significant

improvement categorized as fail in practicing reflective teaching.

E. Research Procedure

In conducting this study, the researcher did several important steps. First,

the researcher decided the subject for the study. The subject chosen were 10 of

Micro Teaching students of the English Language Education Study Program of

Sanata Dharma University.

Second, the researcher asked permission to the lecturer concerned with the

study. Since the researcher would followed many meeting of the Micro Teaching

course in order to conduct her research and borrowed some documents of the

micro teaching students had made.


25

Third, the researcher conducted observation for the first teaching practice.

The researcher wrote the information happened during the teaching presentations

especially about the weaknesses and strength that should be revised, kept, and

improved for the second teaching practices.

Fourth, the researcher downloaded the respondents’ reflection from the

web blog between the first and the second teaching practice session. Fifth, the

researcher analyzed the reflections based on the criteria from the scientist and the

lecturer guidance.

Sixth, the researcher analyzed the field notes gathered from the first

observation. The field notes consisted of the strength and weaknesses concerned

in teaching skill from the respondent teaching presentation.

Seventh, the researcher copied the video of the respondents teaching

practices. This step helped the researcher in analyzing the reflection and the first

observation result.

Eighth, the researcher made a questionnaire sheet for every respondent.

The content of the questionnaire was about what skill should be improved, what

mistakes should be revised for each respondent. So the questionnaire sheet was

different form respondent A and respondent B, and so on with other respondents.

Ninth, the researcher conducted the second observation toward the second

teaching presentation of the respondents. In this session, the researcher filled the

questionnaire sheet based on the teaching presentation.

Finally, the researcher analyzed and concluded the result of the second

observation. The researcher followed the data analysis techniques in analyzing


26

and writing the conclusion of the study.


27

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

The data analysis which was gained during the study was presented in this

chapter. The first data gained from the respondents’ reflections were used to

answer the first problem formulation. The second problem formulation was

answered by the data gained from observations.

A. The Contents of the Micro Teaching Students’ Reflection

The importance of reflections can be shown when micro teaching students

used reflection as the criteria of reflection which has been stated in the data

analysis techniques. Every micro teaching class has different rule in submitting the

weekly reflection. The weekly reflection rule of the respondents’ class was typed

and uploaded in the web blog. The researcher took the data by downloaded from

that web blog. The address of the website was www.micro-teach.blogspot.com.

The data were gathered from April 27th to June 15th 2011.

After reading all respondents’ reflections, the researcher found that the

content of all micro teaching students reflection match with the lecturer’ guidance.

As mentioned in chapter 3, Micro Teaching lecturer stated the rule to write

reflection that was to realize about the weaknesses and strengths made during the

teaching presentations. Moreover, in responding to the respondents’ reflection,

there was none of the micro teaching students wrote all of the criteria of reflection


28 as mentioned in good criteria of reflection. The result in analyzing the respondent

was described in the chart and elaborated it in the following statement.

The Contents of Micro Teaching Students’ Reflection

Figure 1. The Content of Micro Teaching Students’ Reflection

The contents of the reflection were as follows.

1. Evaluation on Method Used to Present Teaching Materials

Reflection is important to reflect the method or strategy in delivering

teaching. In responding to this statement, some respondents write about the

method they used in teaching practice, for example the second respondent

assumed that showing picture chosen to draw students’ attention for set induction

skill was done successfully. She stated, “In the beginning of the class, I could

draw the students’ attention by showing them some pictures”. Next, the fifth

respondent evaluated about method used in teaching that teacher should chose

appropriate method according to the students’ character. He said, “I did not

0%

20%

40%

60%

80%

100%

120%

reflecting method in presenting teaching material

evaluating the lesson taught

setting plans and goals to the next teaching

evaluating the weaknessses and strenghts

defining improvement

planning to act from what they learnt


29 prepare games because I consider that my material was appropriate enough for X

grade of Senior High School students”

Analyzing from the respondent reflection, the theory of Burden and Bird

(1994) which stated that reflection become the tool to reflect on the method

teachers currently use to present a subject and on ways that he/she could improve

his/her teaching was proven. There were 70% of respondents who evaluated about

the method they used in presenting teaching and they wrote down in the reflection.

2. Evaluation the Lesson Taught on Teaching Practice

Some of the respondents’ reflections consisted of evaluating the lesson

taught, for instance the second respondent assumed that the material recorded

from her own voice was unclear. The result made the students looked bored and

confused about the listening material. It made the teaching and learning activity

became boring.

Moreover, the seventh respondent reflected about the lesson taught that the

material she thought on the second teaching was problematic. She found difficulty

to find the appropriate recording which was used native speaker voice. After

trying hard, she could find one which was real conversation between native

speaker and Japanese girl. However, after applying the recording to the class, the

respondent realized that the students could not grasp the idea of the recording. The

seventh respondent said:

“I found a lot of recording but the one which is suitable with my topic was too difficult and fast for SMP students. So I found the one which is not really difficult and not really fast. It was the real conversation between


30

native speaker and Japanese girl. I think that recording is the right choice among all, but my friends think that the recording was not clear enough.” Therefore, theory of Burden and Bird (1994) argued that reflection is

useful to evaluate the lesson taught on that day and might helpful next time to

teach that lesson was written on the respondent reflection is confirmed in Micro

Teaching students’ reflection. After analyzing all of the respondents’ reflection,

the researcher found that there were 70% of the respondents who evaluated the

lesson they taught in the teaching simulation.

3. Planning Goals to be Reached in the Next Teaching Practice

A few respondents wrote the function of reflections which is helping the

microteaching students to set their goals in teaching as defined by Burden & Bird

(1994), for example the tenth respondents set a plan that in the next teaching

practice she has to be able to control her emotion, concentration and she should

have well preparation. Thus, she hoped that in the next teaching practice, she

could deliver the material completely (Tenth Respondent, Personal Blog, May 10,

2011). Based on the analysis data above, according to the Burden and Bird theory

that reflection is used to set and plan goals to reach in the next teaching practice

was written by the small amount of the respondents. In responding to the

respondent reflection content there were 10% of the respondents who set their

goals for the next teaching practice.


31 4. Evaluation on Weaknesses and Strengths that Micro Teaching Students

Did in the Teaching Practices

The fourth content of reflection became the primary content of the

respondent reflection since this criterion was the main thing that the lecturer asked

to the microteaching student to realize after having teaching practice and wrote

down on the reflection. Although there were many criteria stated by several

education experts, the fourth criterion became the most criteria evaluated by the

respondent.

For instance, the second respondent realized that her first weakness was

happened when she missed some instructions. The second respondent said:

“I did not prepare my second teaching well and I do not know why I was not satisfied with my teaching. I felt that I did not organize my teaching well and I missed some instruction. Moreover, I considered that I was less of speaking fluency and bad grammar accuracy became the next weaknesses. About my fluency, I realize that that is my main problem.”

While the third respondent felt the same with the first respondent. She categorized

nervousness as the primary weakness. The third respondent assumed that

nervousness could break her preparation. The third respondent said:

“I was nervous when I was teaching my own friends in my first test. That nervousness made all my preparation did not work well. The next weaknesses I made were making too much body movement, producing bad grammar accuracy and managing time badly. I also wasted time in conducting the set induction skill so that she has limited time for closing activity. However, I had strength in practicing teaching which shown by having ability to calm down emotion during teaching process.” In responding to the fourth content written by the respondents, the

researcher stated that the she agreed with the theory of Burden and Bird (1994)

which argued that reflection becomes the media for student teacher to assess their


32 own strengths and weaknesses during their teaching practices. Based on the

respondent reflection, it could be stated that the all respondents evaluated their

strengths and weaknesses from their teaching practices.

5. Defining Improvement in Practicing Teaching

Furthermore, the respondent also tended to write the next importance of

reflection which is reflection functioning as a tool to define student teacher

improvement in practicing teaching, for instance the fourth respondent assumed

that he has done several improvements in his teaching. The fourth respondent said:

“I also think that there were some good improvements in my teaching, if it

is compared to my first teaching practiced. I felt much more confident and

enthusiastic during the teaching and I am glad that my students were also

very excited with the game.”

Furthermore, the ninth respondent also evaluated the improvement that

should be reached on the next teaching. She said, “I need to improve my grammar

while speaking. I need to prepare it better. I need to be more creative and

innovative”

In responding to the fifth content, the researcher agreed to the Burden and

Bird’s statement (1994) that reflections become the tool for student teacher to

identify their own improvement and development in the teaching skills and

practices. Based on the reflection analysis, there were 50% of respondent

reflection that consisted of their evaluation about the improvement and

development of their teaching skills.


33 6. Planning to Act from What They Learnt

Next, the small number of respondents wrote about the function of

reflection that reflection was used to plan to act from what they learnt, for

instance, the fifth respondent’s reflections mentioned about the function of

reflection which is to become a plan to do action from what they learnt. He said,

“First impression is important indeed, but it is not always created through ‘acting-made’ which actually shows our nervousness. So my point here is how attractive we are as a teacher being a teacher in front of the students.” I realized that every teacher’s first impression is needed but it is not always created through “acting made” which actually shows nervousness.” In responding to the reflection content, the researcher stated that 30% of

respondents applied Silcock’s theory (1994) that reflections become a plan to act

from what they learnt. They agreed that reflection become a bridge for them to

gain knowledge and then analyze the knowledge becoming better action which

could make them become better over the time.

It was assumed that all of respondents mostly write reflection for

evaluating weaknesses and strengths during the teaching practice. After that, the

respondents wrote their method used in teaching and material designed for the

teaching and learning activities. Next, wrote their improvement and reached

during the process of growing teaching skills. Moreover, the microteaching

students also wrote their evaluation that reflection became a plan to do action from

what they learnt. In addition, the small number of microteaching students wrote

their teaching goals in the reflection blog.


34 B. The Significant Improvements Done by Micro Teaching Students

In designing and improving teaching skill for every micro teaching

student, they are asked to be reflective practitioner and write weekly reflection.

As cited by Ghaye and Ghaye (1998, p.57) from Zeichner’s and Liston’s theories

(1996) that teachers do reflective teaching in order to “internalize the disposition

and skill to study their teaching and become better at teaching over time, a

commitment to take responsibility for their own professional development”. The

micro teaching students were hoped to be better in the second teaching practice

since they have time for being reflective practitioner about their own teaching and

others.

The researcher analyzed the micro teaching students teaching skill

improvement from the first teaching practice to the second teaching practice. The

researcher became non active participant in the micro teaching class and wrote

down on the observation notes about the respondents’ teaching presentation.

The first observation was done four times that firstly taken on April 27th

2011, secondly on May 1st 2011, next on May 4th 2011, and the last one taken on

May 9th 2011. The results of the first observation would be used to analyze and

design questioner which consisted of the teaching skill improvements that should

be appeared in the second teaching presentation. Surely it was done after the micro

teaching student practicing reflective teaching and writing reflection. The result

of the first observation concerning to the respondents’ first teaching presentation

served in the table of which teaching skills should be improved by every

respondent.


35 1. The Analysis of First Observation

The researcher observed the strengths and weaknesses of micro teaching

students teaching presentations on the first observation. She presented the

weaknesses should be improved by the respondents on the table of each teaching

skill. The teaching skills should be improved as follows.

a. General Teaching Skills should be Improved

Teaching Skills Respondent Percentage 1st 2nd 3rd 4th 5th 6th 7th 8th 9t

h 10th

General Skills

Material Mastery

√ √ √ √ 40%

Confidence √ √ √ √ √ 50% Appearance √ √ √ √ √ 50% Manage the Class & time

√ √ √ √ √ √ √ 70%

Pronunciation

√ √ 20%

Grammar Accuracy

√ √ 20%

Speaking Fluency

√ 10%

Table 1. General Teaching Skills should be Improved

After conducting the first observation, the researcher compiled, analyzed,

and wrote the result in the table. The researcher assumed that there were 40% of

respondents had poor material mastery skill which categorized as general skill of a

teacher. As stated by Purnomo et al (2008) that teacher has to be able to master the

material. It is clear that teacher has a duty to deliver material to the students.

Teacher has to understand the curriculum and the characteristic of the students


36 before designing the material in order to create the most appropriate material

which can reach the goal of the standard competence and basic competence.

For example, the second respondent could not design appropriate materials

for senior high school students. The listening material played was not clear that

made the students could not do the exercise. Meanwhile, the fifth respondent

should change the way in designing material which should be from the easy to the

difficult one. On the first teaching, he had not maintained the difficulty level of the

material. Moreover, the sixth respondent had to improve the material mastery by

explaining the teaching content slowly and understandably. In addition, the eighth

respondent also had the problem about material mastery that she asked the

students to do jumbled pictures in 2 minutes. Besides having no consideration

about time management, she also did not consider that students had different

capability in doing exercise. The teacher had to know that the students in the real

teaching would be senior high school and junior high school that somehow needs

to open dictionary.

Furthermore, based on the first observation, it could be argued that

confidence which is defined as general skill as stated by Purnomo et al (2008)

must be improved by 50% of respondents. For instance, the third respondent had

not maintained good emotion in the first teaching, so it made her confidence

looked to be not maximal. She seemed to be less confidence and hastily in

delivering teaching. The sixth respondent also should improve her confidence

since she had not shown the teaching power. She still looked shy to deliver

teaching in front of the whole class. Similar with the sixth respondent, the seventh


37 respondent also had not shown her confidence by showing teacher power. She was

less of serious which could decrease the power of teacher. Moreover, the eighth

respondent had the similar problem that she seemed nervous and less of serious.

The power of teacher had not appeared to her. The last respondent who had

problem about confidence was the tenth respondent since she looked to be

nervous.

Furthermore, based on the first observation, there were 50% of respondent

had problem with appearance that included into general skills of teacher. Purnomo

et al (2008) said that teacher have to have the ability to master the appearance.

Based on the researcher’s first observation, it was argued that the sixth respondent

had poor appearance since she had no spirit in teaching. The seventh respondent

still acted as a child and made some ridiculous activity that decreased her

appearance. Moreover, the eighth respondent looked to be so nervous and less of

serious. The ninth respondent was also less of teaching power since she still acted

as a child in front of the class. In addition, the tenth respondent had shown her

teaching power.

According to result of the first observation, it was argued that there were 2

general teaching skills should be improved by 20% of respondents. Those were

class management, pronunciation, grammar accuracy. As stated by Purnomo et al

(2008) that the general skills of are as follows.

a. Ability to master the material, appearance, and confidence,

b. Ability to manage the class and time


38

c. Ability to use language in correct grammar and pronunciation, and the

speaking fluency.

It was clear from Purnomo et al statement (2008) that teacher has to

develop the ability to manage the class. Based on the first observation, the first

and the second respondent did some miss pronunciation. Even the first respondent

also did some grammatical mistakes in her speaking such us the used of tenses.

The other respondent who did grammatical mistake was the tenth respondent. She

also need to improve the used of tenses in producing sentences. Moreover, the

weakness on the speaking fluency skill did by the first respondent. She needed few

second to say something.

Moreover, the researcher revealed that there were 70% of respondents who

had poor time and class management in conducting teaching simulation. The poor

arrangement of time mostly influenced to the set closure activity. Because of poor

time arrangement, they conducted closing activity in the limited time thus the

result showed that the closing was done worst. For example, the first respondent

had no time to make review in the closing time. Similar with the first respondent,

the second respondent had poor set closure skill since there was no more time to

provide the better one. Even, the third respondent had no closing activity since

there was no time left. The fourth respondent did not control the class well. Even,

he let some students talked outside the teaching content while the other students

discussed the exercise. While, the sixth respondent was hastily in delivering

explanation and doing exercise therefore, the time was useless since the students

has limited time to understand the material. Moreover, the seventh respondent had


39 the same problem with the other respondent that she spent most time for the main

activity and had limited time for closing activity. The seventh respondent still

needed to improve the class management skill since she allowed the students to

speak in Javanese while answering the question given. Furthermore, as a good

teacher who speaks in front of students, she should manage the sentence with

correct grammar and pronunciation since Indonesian says that teacher is an

example for students. The last respondent who did not manage the time well was

the eighth respondent, she also spent the time mostly for set induction activity and

main activity, and she had no time to close the lesson.

b. Set Induction Skills should be Improved

Teaching Skills Respondent Percentage

1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th

Set Induction Skills

Introduction of Teaching Material

√ √ √ √ 40%

Explaining Teaching Goals

√ √ √ √ 40%

Table 2. Set Induction skills should be Improved

In responding to the first observation, the researcher stated that there were

40% of respondent should improve their warming up activity which categorized as

set induction skill. Set induction skill based on Allen and Ryan (1969, p.18) is

described as a set of pre-instructional orientation that helps the teacher prepare

students for the lesson in order to induce the maximum pay-off in learning. It was

clear from the statement that teacher should prepare a set of warming up material


40 to make the students be ready with the lesson. Thus the material for warming up

should be interesting and understandable which could encourage students to be

ready and follow the teaching and learning.

According to the first observation, the warming up activity created by the

third respondent was too long and too much material which made the students got

confused about the lesson. Thus she had to make it better on the second teaching

practice. Meanwhile, the fourth respondent’s warming up material was not

suitable with the topic and the level of students. He seemed to forget that his next

real students were not PBI students who have been already mastering English but

they were senior high school students in the first grade who were in the process of

learning English. Furthermore, the eighth respondent still needed to design better

warming up material because the warming up material on the first teaching could

not gain attention from the students. Similar with eighth respondent, the tenth

respondent warming up material also had not gained students motivation to follow

the teaching and learning activities.

Moreover, the researcher revealed that there were 40% of respondents who

had not explained the teaching goal. Every teacher wants to have successful

teaching learning activity. By explaining teaching goal, teachers can strengthen

the students understanding that the students know what are going to be learned on

that meeting. In this study, the first, second, fourth and eighth respondent had not

explained the teaching goals. All of them directly moved on to the lesson material

discussion.


41 c. Stimulus Variation Skill should be Improved

Teaching Skills Respondent Percentage 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th

Stimulus Variation Skills

Giving clear instruction

√ √ √ √ 40%

Movement & Gesture

Voice √ √ √ √ 40% Silence √ 10% Interaction Style

Eye Contact √ 10% Focusing Shifting Sensory Channels

Table 3. Stimulus Variation Skills should be Improved

As stated by Allen and Ryan (1969, p.15) that stimulus variation skills are

dialed with giving instruction, movement and gesture, voice production, teacher

silence, teacher interaction style, eye contact, focusing, and shifting sensory

channels. In this study there were some respondent who has not been success in

delivering stimulus variation skill. One of the most problems of stimulus variation

skill was giving clear instruction. The researcher assumed that there was 40% of

respondent had problem with giving clear instruction.

For example, the first respondent delivered complicated instruction

especially in the role play section. It made the students confused about what they

should do. The fourth respondent also delivered the instruction complicatedly so

that the students did not understand. Moreover, the eighth and the tenth respondent

also give complicated instruction so that it made difficulty for the students to


42 grasp the instruction. In the second observation, they needed to change the way to

give instruction which were clear, understandable, and effective.

The other teaching skill which also should be improved by 40% of

respondents was voice production that categorized as stimulus variation skills. The

purpose of stimulus variation skill as stated by Allen and Ryan (1969, p.15) is to

help teacher become a more varied stimulus in the classroom. The teacher voice is

one of the factors that help teacher reach the purpose of stimulus variation skills.

Teacher has to produce loud, clear, and understandable voice in order to make the

students understood about every sentence or word she/he said.

In responding to the voice production skill, the sixth respondent voice was

too soft and unclear. The same thing done by the seventh respondent, her voice

was unclear also. The voice produced by eighth respondent was too fast which

made the explanation became unclear. In addition, the tenth respondent did similar

problem about voice production that was too fast.

The next part of stimulus variation skill which should be improved by the

respondent was teacher silence skill. It was found that there was 10% of

respondent should improve the teacher silence skill. Although the teacher has to

speak and explain the material, they are also has to have silent moment somehow.

This moment is done to give students time to think about the material given.

Based on the first observation, the tenth respondent should improve the teacher

silence skill since on the first observation; the tenth respondent did not give time

for the students to get to know the lesson material. She did not stop in giving

explanation and guided the students.


43

Moreover, another stimulus variation skill which also should be improved

by 10% of respondent was eye contact. It was assumed that there were 10 % of

respondent should maintain the eye contact to be better. According to the first

teaching practice, it was found that the sixth respondent had fair eye contact while

teaching. Her eye contact still straight to the front, that made the students felt to be

lack of care by the teacher.

d. Reinforcement Skills should be Improved



Reinforcement Skills

Verbal Reinforcement

√ √ √ √ √ √ √ 70%

Non Verbal Reinforcement

√ √ √ √ √ √ 60%

Table 4. Reinforcement Skills should be Improved.

The next teaching skill which should be improved by micro teaching

students was reinforcement skills. Both verbal reinforcement and non verbal

reinforcement skill should be improved by micro teaching students. After

observing 10 respondents first teaching practice, the researcher argued that there

were 60 % of respondents who had not shown good quality in giving

reinforcement to the students participation. Allen and Ryan (1969) identified

reinforcement skill as a skill to give encouragement to the students to involve

actively in the teaching and learning activities. It was clear from the theory that

students needed encouragement from the teacher through giving both verbal


44 reinforcement and non verbal reinforcement since it will make the student became

enthusiastic in following the teaching and learning activities.

In responding to the verbal reinforcement skill, the first respondent had fair

reinforcement to the students. Her verbal reinforcement were not variety since she

only used the word “good” and “ok” for every students’ participation. The third

respondent only said “ya” and “ok” for verbal reinforcement for the students’

participation, in other word she had very poor reinforcement. The fourth

respondent also had poor verbal reinforcement to the students’ since he only said

“yes” to all students’ participation. The fifth respondent also did the same thing

about verbal reinforcement to the students’ participation. He only said “yes” for

all students’ participation. It could be assumed that he could not motivate the

students to give more participation. The sixth respondent also did not mention any

variety of verbal reinforcement skill. The other respondent who has poor verbal

reinforcement skill was the seventh respondent because she only said “ok” to all

participations given. In addition, another respondent who had poor verbal

reinforcement skill was the eighth respondent that she only produced once

reinforcement during the teaching process.

Moreover, as stated previously, that there were 60% of respondent who

had poor non verbal reinforcement. According to the first observation, the second,

third, fourth, fifth, and eighth respondent did not produce any non verbal

reinforcement skill. While, the seventh respondent produced once non verbal

reinforcement skill that was giving soft applause to the students’ participation.


45 e. Questioning Skills should be Improved



Questioning Skills

Clarity of question

√ 10%

Connection of question and teaching content

Utilization of teacher pause/ silence

Tempo of questioning

Distributing question

√ 10%

Probing & guiding

√ √ 20%

Variation of question technique

√ √ 20%

Table 5. Questioning Skills should be Improved

In responding to the questioning skills, there were two skills that are

probing and guiding and variation of questioning techniques also should be

improved by 20% of respondents. The 20% of respondents have not guided the

students well in answering the questions. Moreover, the other 20% of respondents

still needed to find some techniques in asking students. For example the first

respondent directly mentioned the student’s name to answer the question. She did

not produce other technique. In this case, the other students who wanted to be

volunteers would be disappointed and would not be motivated to follow the

classroom activity anymore. While the sixth respondent only used a technique that

was “asking for the whole class”. When a student answered her question, she let


46 the others to make noise. She was also hastily in discussing the exercises and she

did not make sure that every student had already understood to the topic or not.

Furthermore, there were 10% of respondents who should improve the

clarity of question skill and distributing question skill. For example, the fourth

respondent did not maintain good clarification toward the question answer, she

directly moved on to the next discussion without explaining and clarifying the

answer from the question given. Thus, the students would think that the answer

was already correct although they have not known whether it was correct or not.

Moreover, the first respondent had poor distributing question skill since she only

used a technique that was directly mentioning the name of the students to discuss

the question. It was poor because she did not let the student to show their

participation maximally. So there was no competition in the class which could

create boringness.

f. Set Closure Skill should be Improved



Set closure skill √ √ √ √ 40%

Table 6. Set Closure Skill should be Improved

The next skill that had to be repaired by the 40% of respondents was set

closure skill. Allen and Ryan (1969, p.19) argued that set closure skill is achieved

when the major purposes and principles of the lesson or a portion of it is judged to

have been learned, so that new knowledge can be related to past knowledge.


47 Teacher could prove that the students have already understood with the teaching

content by asking students to tell or make review about the teaching content

currently studied. However, it was said that there were 40% of respondents had

poor closing activity. The main factor of the existing problem was because of poor

time management skill. Micro teaching students tended to spend most of the time

for conducting set induction activity and main activity. Thus, they were lack of

time and conducted closing activity hastily. Even they have no time to made

review. So it could be said that they failed in handling set closure activity.

Based on the first observation, it was found that the first, second, seventh,

and eighth respondent had poor set closure skill. The first respondent had no time

to conduct closing activity. She reviewed the lesson hastily. Moreover, the second

respondent also closed the lesson hastily and did not have review session. In

addition, the seventh and the eighth respondent also had same problem that was

lack of time to conduct set closure skill.

In responding to the significant improvement that were going to be done

by micro teaching students, the researcher designed a table of significance

improvement to make easier in reading the result of the second teaching practice.

The researcher assumed that the micro teaching students will make improvement

after being reflective practitioner and writing weekly reflection. As stated by

Ghaye (1998) that reflective practice is fuelled and energized by experience that

teacher has to reflect on their experience and the things that it comprises.

Learning through experience interest: reflection on past actions. It is an active

exploration on teachers ‘own and others’ experiences. This requires practitioner to


48 value their own experiences and have an openness that enables them to learn from

the experiences of others. (Kolb: 1984). Therefore, micro teaching students are

hoped to have improvement after having first teaching practice, watching other

teaching practice, and being reflective practitioner.

2. The Significant Improvements

After analyzing the first observation, then the researcher did her second

observation and hoped for improvement done by the microteaching students on

the second teaching practices. The researcher made questionnaire based on each

respondent which consist of the improvement should be done by each respondent.

The questionnaires were written in the table for each respondent.

The result of the second teaching practice observation shown that there

were 40% of respondents who implemented reflective teaching successfully. It

was proven from the several improvements reached on the second teaching

practice. Moreover, there were 30% of respondents who reached few amount of

improvements. They reached few significant improvements from several

significant improvements should be repaired on the second teaching practice. In

addition, they rest of the respondents did not make any improvements. It was

argued that those 30% of respondents have not applied reflective teaching. The

researcher presented the analysis of the significance improvements reached by

the microteaching student in the following sequences.


49 a. The Significant Improvements of the First Respondent

Number Significant Improvement Improved Not Improved

1 Pronunciation √

2 Grammar accuracy √

3 Speaking fluency √

4 Time and class management skill

√

5 Warming up activity √

6 Teaching and learning goal explanation

√

7 Stimulus variation skill √

8 Verbal Reinforcement skill √

9 Distribution of questioning skill

√

10 Closing activity √

Table 7. The Significant Improvements of the First Respondent

The significant improvements that the first respondent did were that she

could improve set induction skill that she explained the goal of the teaching

learning activities well. She also increased the verbal reinforcement skill. She used

some varieties in giving verbal reinforcement toward students’ participation. The

last improvement was that she closed the teaching learning activity in a good

order. It could be assumed that the first respondent has already practiced reflective

teaching and used reflection to improve her teaching skill over the time.

However, the researcher found that the first respondent has not done good

job in her second teaching presentation although she has been practicing reflective

teaching and writing weekly reflections. The first respondent still needed to make


50 correction on her pronunciation. Formerly, the first respondent had well material

for set induction activity, but she decreased her set induction skill on the second

teaching performance. Moreover, she did not explain the goal of the teaching and

learning activities. She also still used long and complicated instruction which

could make students confused. It was also clear that she did not produce

reinforcement to the students’ participation. Furthermore, she still needed to

design several kinds of questioning technique. In addition, her closing activity

should be strengthened yet she only made review by herself without asking

students comprehension about the material taught.

It could be counted that the first respondent has reached 20 % of

significant improvements. Thus, the first respondent only did a few significant

improvements. She reached 2 improvements from 10 improvements should be

done on the second teaching practice.

b. The significant Improvements of the Second Respondent


1 Material mastery √

2 Pronunciation √

3 Time and Class Managemet √


√

5 Verbal reinforcement skill √

6 Probing and guiding √



51

Table 8. The Significant Improvements of the Second Respondent

The second respondent has already practiced reflective teaching. She has

performed the second teaching better. She has repaired almost all of the mistakes

did in the first teaching simulation. The significant teaching skills improvement

was that firstly she designed the material better and improved her pronunciation.

Those two things categorized as the general skill of teaching. Secondly, she

improved her set induction skill that she mentioned the teaching and learning goal

before entering the main activities. Thirdly, the second respondent improved her

questioning skills that were about her probing and guiding skill. The last skill

which got improvement was set closure skill. However, there still one thing which

has not improved was about explaining the goals of the teaching learning

activities.

It was assumed that the second respondent had reached 85,7 % of

improvements on the second teaching practice. It could be argued that the second

respondent has done a large amount of improvements. It was because she could do

6 improvements from 7 improvements should be done.

c. The Significant Improvement of the Third Respondent

Number Significant improvement Improved Not Improved

1 Confidence √

2 Time and class management √

3 Set Induction skill √


52


4 Focusing skill √


6 Non verbal reinforcement skill

√

Table 9. The Significant Improvement of the Third Respondent

The third respondent also has done a great job. She had better performance

on the second teaching presentation. Almost all her weaknesses in the first

teaching have already improved. In other word she has been success being

reflective practitioner. As shown in the table above, the third respondent improved

the general skill of a teacher that was improving confidence by managing her

emotion. She managed the time well and had a good set closure activity. She could

give review toward teaching material in the set closure activity. Moreover, she

increased the set induction skill by arranging it in a good order. Next, she also

improved her stimulus variation skill in the focusing skill. She arranged the

students to be more serious in following the teaching and learning activity.

Furthermore, she improved her reinforcement skill especially for verbal

reinforcement toward students’ participation. For example, she designed some

variety verbal reinforcement as appropriate as the students’ participation. One

thing which should get more attention was that she must improve her non verbal

reinforcement skill.

It was argued that the third respondent had reached 83.3% significant

improvements. Therefore, the fourth respondent has applied reflective teaching


53 well since she could improve 5 significant improvements from 6 significant

improvements should be done.

d. The significant Improvement of the Fourth Respondent




√

3 Giving instruction skill √



√

6 Clarification to the question skill

√

7 Time and Class management √

Table 10. The Significant Improvements of the Fourth Respondent

The 4th respondent had to learn more and improve his teaching skills

because he has not made improvement. He still did the same weaknesses as he did

in the first teaching practice. It was assumed that the fourth respondent reached 0

% of significant improvement. It was because he did not do any significant

improvement.


54 e. The Significant Improvement of the Fifth Respondent





√

Table 11. The Significant Improvements of the Fifth Respondent

The fifth respondent has already made some improvement for his teaching

skill. After being reflective teacher and wrote weekly reflections, he could have

better performance. Previously he produced a little verbal reinforcement to the

students’ participation, while in the second teaching practice he gave appropriate

verbal reinforcement to the students. Moreover, he also designed the material in a

right order. In the first teaching practice, he designed question from difficult one

to the easy one. So, it made the students got confused to understand and answer

the question. In the second teaching practice he could design the better one.

However, he still did the same weakness that did not produce non verbal

reinforcement to the students’ participation. Over all, he could be categorized as

good reflective teacher.

It was stated that the fifth respondent has reached 66.7% of improvements.

Thus, it could be argued that the fifth respondent has practiced reflective teaching

well since he only left one significant improvement that has not improved by him.


55

f. The Significant Improvement of the Sixth Respondent


1 Appearance √

2 Confidence √

3 Voice √

4 Eye Contact √

5 Time & class management skill

√

6 Probing and guiding skill √


8 Nonverbal reinforcement skill

√

9 Distribution of questioning skill

√

Table 12. The Significant Improvement of the Sixth Respondent

Based on the data above, Ghaye’s and Ghaye’s statement (1998, p.57)

about the concept of reflective teaching that “teacher internalizes the disposition

and skills to study their teaching and become better over the time” did not proved

for the sixth respondent. After evaluating herself first teaching performance and

reflecting other teaching presentation, the sixth respondent has not been success in

improving her teaching skills. The only one thing which got improvement was

about her verbal reinforcement skill. She could give some variety of verbal

reinforcement based on the students’ participation. It was assumed that the theory

of reflective practitioner have not done maximally for sixth respondent.


56

It was argued that the sixth respondent only did a few amount significance

improvements. She reached 33.3 % of improvements on the second teaching

practice.

g. The Significant Improvements of the Seventh Respondent


1 Appearance √

2 Confidence √

3 Voice √

4 Time Class management √



√


Table 13. The Significant Improvements of the Seventh Respondent

As quoted by Ghaye and Ghaye (1998) from Zeicner and Liston’s

statement (1996) that “a reflective teacher examines to solve the classroom

problem, be aware of question, and values he/she brings to teach, take a part in

curriculum development, and take responsibility for their own development”. As

shown in the table, the researcher argued that the theory of reflective teacher

above did not work toward the seventh respondent. The seventh respondent did

the same mistakes on her second teaching presentation. The seventh respondent

had not taken her responsibility as reflective teacher that is conducting

development.


57 It was stated that the seventh respondent has not practices reflective

teaching. It was because she did not make any improvement. Thus, the researcher

stated that the seventh respondent had 0% of improvements.

h. The Significant Improvements of the Eighth Respondent


1 Appearance (teaching power) √

2 Confidence √


4 Time & class Management √




√



10 Nonverbal reinforcement skill

√

11 Questioning skill √


Table 14. The Significant Improvements of the Eighth Respondent

Reading the questionnaire above, the eighth respondent has already made

some significances teaching skill improvement, even though she still made same

weaknesses with the first teaching. First, she increased the general teaching skill


58 that she prepared and mastered the material well by designing the material as

appropriate as the level of the students. She also still looked nervous when

delivering teaching. Second, she explained the purpose of the teaching learning

activities before entering the main activity. Third, she improved her stimulus

variation skill by giving clear and understandable instruction to the students’

activities. Moreover, she produced verbal reinforcement skill better by producing

appropriate verbal reinforcement to the students’ participation. Finally, she

improved her questioning skill by designing several questioning technique.

However, several weaknesses occurred in the eighth respondent second

teaching practice. She was still lack of teacher power and did some grammar

mistakes in her speaking. In addition, she still could not maintain the time in a

good order. Moreover, she needed to improve her set induction skill especially in

designing warming up material. Next, she should improve her focusing skill, non

verbal reinforcement skill and set closure skill.

It was revealed that the eighth respondent has made 41.6% of

improvements. She could improve 5 significant improvements from 12 significant

improvements should be made. So, she had made few improvements on the

second teaching practice.


59

i. The Significant Improvement of the Ninth Respondent


1 Appearance ( teaching power)

√

Table 15. The Significant Improvement of the Ninth Respondent

Observing the ninth respondent, the researcher considered that she has

already done a great job in the first teaching. The ninth respondent has already

implemented all teaching skill well. One thing which became her weakness was

lack of teacher power. She laughed as a child in front of the class while teaching.

She did the same action on the second teaching. So, she had 0 % of improvement

since she did not repair her weakness.

j. The Significant Improvements of the Tenth Respondent


1 Appearance √

2 Confidence √




6 Voice production √

7 Teacher silence skill √

Table 16. The Significant Improvements of the Tenth Respondent


60

The tenth respondent was also one of respondents who applied the theory

of reflective teaching. In addition, she always paid attention to other teaching

presentations and reflected it on the weekly reflection. During the space between

the first and the second teaching, she prepared the second teaching well. She had

done several significance teaching skills improvements. First, the tenth respondent

improved the general skill of teacher which in her case were improving teacher

authority and producing speaking with correct grammar. Second, she improved

her set induction skill by designing more interesting warming up which could gain

students’ motivation to follow the teaching learning activities. Third, she produced

clear and understandable instruction, louder voice, teacher silence moment which

were included into stimulus variation skill.

It could be argued that the tenth respondent had practiced reflective

teaching well. She reached 87.5% of improvements on the second teaching

practice. It was assumed that the tenth respondent has made large amount

improvements. It was because she did 7 significant improvements from 8

significant improvements should be improved on the second teaching practice.

Based on the first and second observation session, the researcher revealed

that there were 40% of respondents who successfully implemented reflective

teaching. It meant that they could improve almost all their weaknesses on the first

teaching practice. Furthermore, there were 30% of respondents who sufficiently

practiced reflective teaching. It meant that they improved some parts of the

significant improvement should be improved. They had already practiced

reflective teaching although there still weaknesses occurred on the second


61 teaching and did the same weaknesses. Moreover, the rest 30 % of respondents did

not practice reflective teaching. They did not make any improvements on the

second teaching. They could be stated as the respondents who fail in practicing

reflective teaching. The researcher summarized the result of the teaching skills

should be improved by the respondent in the table 17.

Teaching Skills Respondent who

should improve

Respondent

who improved

General Skills Material Mastery 2nd, 5th, 6th , 8th 2nd, 5th , 8th

Confidence 3rd, 6th, 7th, 8th, 9th, 10th 3rd , 10th

Appearance 6th, 7th, 8th , 9th, 10th 10th

Time & class management 1st, 2nd, 3rd,4th, 6th, 7th ,

8th

1st , 2nd , 3rd

Pronunciation 1st, 2nd 2nd,

Grammar accuracy 1st, 10th 10th

Speaking fluency 1st

Set Induction

Skills

Introduction of teaching

material

3rd , 4th, 8th, 10th 3rd, 8th , 10th

Explaining teaching goal 1st, 2nd, 4th, 8th 2nd , 8th

Stimulus

Variation skills

Giving clear instruction 1st, 4th, 8th, 10th 8th , 10th

Movement & Gesture

Voice 6th, 7th, 8th, 10th 10th

Silence 10th

Interaction style

Eye contact 6th 6th

Focusing

Shifting sensory channel


62

Teaching Skills Respondent who

should improve

Respondent

who improved

Reinforcement

skill

Verbal reinforcement 1st, 3rd, 4th, 6th, 5th, 7th,

8th

3rd , 5th , 6th , 8th

Non verbal reinforcement 2nd, 3rd, 4th, 5th, 7th, 8th

Questioning

Skills

Clarity of question 4th

Connecting of question and

teaching content

Utilization of teacher pause

or silence

Tempo of questioning

Distributing question 1st 1st

Probing & guiding 2nd, 6th 2nd , 6th

Variation of question

technique

6th , 8th 8th

Set Closure Skill 1st, 2nd, 7th, 8th 2nd

Table 17. The Summary of Significant Improvements

Table 17 consisted of the summary of the first observation and the second

observation. It was about the teaching skills which should be improved by the

respondents and the result of the teaching skills which had been improved by the

respondent.


63

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presented the conclusion of the study and the suggestion. The

researcher wrote the summary of the research in the first part. Moreover, the

researcher provided some suggestion that may be helpful to the next research

deals with micro teaching course.

A. Conclusions

This study was conducted to seek out the contents of micro teaching

students’ reflection and the of significant improvements that was done by the

micro teaching students from the first teaching practice to the second teaching

practice.

In order to answer the first problem, the researcher downloaded the micro

teaching reflection from the web blog. After that the researcher analyzed how the

micro teaching students write the reflection based on the function of reflection

which also used as the criteria of good reflection. In responding to the first

problem, the result of the study revealed that the contents of all of micro teaching

students’ reflections talked about the evaluation of weaknesses and strengths

made during the teaching practice. The next content of micro teaching students’

reflections was the evaluation about the method used to present the teaching

content and to evaluate the lesson taught. Furthermore, reflection consisted of

their improvement and development made on the second teaching practice. In


64

addition, some of the micro teaching students write on the reflections about the

evaluation that reflection became a bridge to gain knowledge and analyze the

knowledge becoming better action in order to make them better over the time.

Finally, there were small numbers of the micro teaching students write reflection

to set the goals of the next teaching practice.

To answer the second problem, the writer conducted two observations in

the micro teaching class. The first observation was done to gather data from the

first teaching practice by the micro teaching students. The data were analyzed

and classified into the skills which should be improved on the second teaching

practice. After that the researcher conducted the second observation. In this

second observation the researcher analyzed what kind significant improvement

that made by micro teaching students in order to answer the second problem. The

result of the second teaching practice observation revealed that there were 40%

of respondents who implemented reflective teaching well. It was proven from the

several improvements reached on the second teaching practice. Moreover, there

were 30% of respondents who reached few of improvements. They reached few

significance improvements from several significance improvements should be

repaired on the second teaching practice. In addition, they rest of the respondents

did not make any improvements. It was argued that those 30% of respondents

have not applied reflective teaching. The researcher presented the analysis of the

significance improvements reached by the microteaching student in the following

sequences.


65

B. Suggestions

The writer would like to give some suggestions to both micro teaching

lecturer and also for the future researchers who are going to study concerning

micro teaching course. The following are the suggestions.

1. Suggestion for Micro Teaching Lecturers

In order to implement and maximize the use of reflection concerning

teaching skill improvement, the lectures are better to give the dateline in

submitting the reflection and design and explain in detail about what should be

written in the reflection so that the reflection will be meaningful.

2. Suggestions for Future Researchers

Reflection has been implanted to all micro teaching classes. The study

about reflection has already done by several English Education Study Program

students and the result was almost the same that micro teaching students used

reflection as it has to be. The researcher suggested to the next English Language

Education Study Program students to study about the development of teaching

skill to every English Language Education Study Program student since the topic

about Teaching Skill is an important topic in the Education environment. English

Language Education Study Program prepares the candidate of teacher who must

have the great level of teaching skill before entering the real education world.


66

REFERENCES

Allen, D., & Ryan, K. (1969). Microteaching: Reading. London: Addison Wesley

Ary, D., Jacobs, L.C., & Razavieh, A. (1990).Introduction to research in education. Tokyo: Halt, Rinehart and Winston,Inc

Borg, W.R., Kelly, M.L., Langer, P., & Gall, M. (1970). The mini courses: A microteaching approach to teacher education. Milan: Macmilan Educational Services, Inc.

Boud, D. (2001). Using journal writing to enhance reflective practice. New Direction in Adult and Continuing Education No.90, 9-18. Retrieved October 9, 2011 from http://www.educatio.uts.edu.av/osstaff/publication/do_31_boud_in_English.pdf

Brown, G. (1975). Microteaching: a program of teaching skill. London: Metheun& Co Ltd.

Burden. P.R., Byrd, D.M. (1999). Methods for effective teaching. 2nd ed. Boston, MA: Allyn & Bacon.

Fraenkel, J.R., & Wallen, N.E. (2009). How to design and evaluate reseach in education. 7th ed. Singapore: McGraw-Hill,Inc.

Ghaye, A., & Ghaye,K. (1998). Teaching and learning through critical reflective practice. London: David Fulton Publisher.

Kristiyani, Christina. (2010.) Lesson Unit Plan: KPE 361 Micro Teaching. Handout.Yogyakarta: Sanata Dharma University

McKnight, P. C. (1971). Microteaching in teacher training: A review of research. Research in Education, 6, 24-38.

Nuryadin, A. (2007). Weekly Reflection in Micro Teaching Class of the English Language Education Study Program of Sanata Dharma University: The Implementation and Students’ Perception. Unpublished undergraduate thesis. Yogyakarta: Sanata Dharma University.

Purnomo, P., Rismiati, E.C., Domi, Severinus., & Rohandi, R. (2008). Buku pedoman pengajaran mikro.Yogyakarta: Sanata Dharma University

Richards, J.C. (1998). Beyond training. Cambridge: Cambridge University Press.


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Schon, D.A. (1983). The Reflective practitioner. In tang, C(Eds). Reflective diaries as a means of facilitating and assessing reflection.Proceedings of the HERDSA conference 2002.Retrived February 8, 2009.

Sprinthall, Richard, C., Schmutte, G.T., Sirois, Lee. (1991). Understanding educational research. Englewood Cliffs, New Jersey: Prentice Hall.


68

Appendices I

The Result of the First Observation

The observation on April 27th , 2011

The first respondent result of first teaching practice

The first respondent’s strengths:

a. Generally, the first respondent taught with full spirit. She had an interesting

and appropriate warming up activity. She could encourage the students to

think about the lesson going to be learnt on that meeting.

b. She always tried to teach in a good order.

c. Her appearance was very good.

d. Her voice was clear enough.

e. She was good in clarifying the question.

The first respondent’s weaknesses:

a. In general, she could not manage her laugh so it make her seemed to be not

serious. In the other word, she has lack of authority. She always needed few

second to think about the sentence should be delivered so it made her speaking

fluency become poor.

b. Her pronunciation and grammar accuracy needed to be improved. Because, a

teacher is an example for the students so the teacher must pronoun the word

correctly and manage the sentences in a good structure.


69

c. She forgot to explain the goal of the meeting.

d. She did not manage the class well, thus the students make some noise. And

she also let the students to talk out of the topic. The students sometimes did

not obey her command.

e. She delivered complicated instruction especially in the role play section. It

made the students confused about what they should do.

f. She also had fair reinforcement to the students. Her verbal reinforcement were

not variety since she only used the word “good” and “ok” for every action

from the students.

g. On the questioning skill part, she only used a technique that was directly

mentioning the name of the students.

h. She had a poor set closure since she could not manage the time well. She had

no time to make the review. In the other word she concluded the lesson

hastily.

The result of second respondent first teaching practice:

The second respondent’s strengths:

a. In general, she had a good teaching presentation. Her confidence,

pronunciation, appearance, and speaking fluency are very good.

b. She also had a good set induction skill. The warming up activity she delivered

was appropriate with the lesson. Moreover she could encourage the students to

think about the lesson learnt.


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c. Her stimulus variation was in a good order.

d. She also has managed the verbal reinforcement well.

e. She managed the class well.

f. She warned the students who make some noise to pay attention to the class

activities.

The second respondent’s weaknesses:

a. She forgot to mention the goal of the lesson.

b. She could not choose an appropriate material for SMA students.

c. The recording provided was not clear so that the students could not do the

exercise well.

d. She had poor non verbal reinforcement.

e. Her questioning skill only used few techniques.

f. She had poor set closure skill yet she could not manage the time well.

The result of third respondent first teaching practice:

The third respondent’s strengths:

a. Her appearance was very good. She pronounced every word and sentence in

correct way. Her material mastery, basic grammar, and speaking fluency was

okay.


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b. She was also good in teacher movement and gesture. She walked around the

class and check whether her students have already understood to the material

or not.

c. She also has showed good eye contact to all of the students. Her eye contact

can be called as wise eye contact because it represented the power of teacher.

d. She has guided the students well when they are doing exercises and answering

it.

The third respondent weaknesses:

a. In general, She delivered the material hastily, and she used monotonous

intonation.

b. She had poor set induction skill since her warming up is too long and too

much materials delivered.

c. She also forgot to explain the goal of today’s lesson.

d. She was poor in focusing.

e. Sometimes she cut students performance loudly and suddenly thus she

disturbed students’ concentration.

f. Furthermore, she only say “ya” and “ok” for verbal reinforcement for the

students, in other word she has very poor reinforcement.

g. Her non verbal reinforcement has not existed.

h. Finally, she had poor time management so that she had no time for closing the

teaching activities.


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The observation on 1st May 2011

The result of fourth respondent first teaching practice

The fourth respondent’s strengths:

a. In general the fourth respondent had good appearance and confidence. His

appearance represent real teacher. He showed his confidence by greeting the

students proudly and loudly.

b. He had good interaction style to the students. He let his students do the

exercise and he kept silence while walking around and was ready for any

question come.

c. The questions given have good relation or match to the teaching content.

d. In distributing the questions, he already done well job which mean that he

already practiced some questioning skills. He let his students to raise their

hand if they want to answer the question given.

e. He was able in maintaining the tempo of questioning.

f. He maintained the time well so he has good closing activity.

The fourth respondent’s weaknesses:

a. As a teacher, he was fair in pronunciation, basic grammar accuracy and

speaking fluency.

b. The warming up activity was not suitable with the topic. He should realize that

his next real students were not PBI students who have been already mastering


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English but they were senior high school students in the first grade who were

in the process of learning English.

c. He also has not explained the whole goal of the teaching learning activities.

d. He delivered the instruction complicatedly so that the students did not

understand.

e. His voice, movement, and gesture were lack of power.

f. His eye contact showed that he was nervous at that time.

g. He did not explain the material well. Directly he moved on the exercise part.

h. He has poor reinforcement to the students’ since he only said “yes” to all

students’ participation.

i. When clarify the questions delivered, as teacher he has not showed his best. It

meant that he has fair clarification to the questions.

j. He has not guided the students well.

k. When he walked around the class, he only asked about difficult vocabulary, he

did not asked the students about difficult part of the content.

l. He did not control the class well. He let the others talking by themselves when

one of them answered the question.

The result of fifth respondent first teaching practice:

The fifth respondent’s strengths:

a. In general the fifth respondent handled the class well.


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b. He mastered the material well and his confidence was very good. His

appearance was also very good and he has already looked as a real teacher. He

was able to pronounce sentences in good pronunciations. He also had good

sentence structure. And he spoke fluently.

c. His set induction skill was good and interested so that the students were

encouraged to guess what the topic of the lesson is.

d. He explained the material well so that the students have good understanding.

e. His questioning skills were good. He used several questioning techniques. He

clarified the question well. It meant that he not only clarified by himself but

also asked to other student about the answer of the question. He managed the

tempo of questioning well. And he guided the students while answering the

question.

f. He managed the time well so that he has time for closing the lesson and

conducting review.

The fifth respondent’s weaknesses:

a. Franky had weaknesses in the reinforcement skills. He has poor reinforcement

since he only said “yes” for all students’ participation. In other word he could

not motivate the students to give more participation.


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The observation on May 4th 2011

The result of sixth respondent first teaching practice:

The sixth respondent’s strength:

a. In general Paul has done good job.

b. She had a good confidence.

c. She gave a good arrangement of warming up.

d. Her interaction style was good.

e. Talking about her questioning skill, he has already guided the students well

and she managed the tempo of questioning well.

f. She could manage the time so she’s able to give closing activity for the

students.

The sixth respondent’s weaknesses:

a. Her appearance seemed that she had no spirit in teaching.

b. Her voice was too soft and it’s not clear.

c. She didn’t give warming for students who made noise.

d. Her eye contact and movement were fair.

e. Her reinforcement of students’ participation was very poor. she only said “ok”

for all participations.

f. She is hastily in delivering explanation

g. Move to the questioning skill. She only used a technique that was asking for

the whole class. When a student answered her question, she let the others to


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make noise. She is also hastily in discussing the exercises and she did not

make sure that every student has already understood to the topic or not.

h. In this part, she also let the students to use Indonesian, so she did not give

good example. In other word she did not motivate the students to speak in

English.

The result of seventh respondent first teaching practice:

The seventh respondent’s strengths:

a. Generally, siska had good appearance and confidence.

b. She pronounced every word and sentence in correct pronunciation.

c. She also created good warming up.

d. Her gesture and movement have already seemed as a real teacher. She also

had good interaction style and eye contacts.

The seventh respondent’s weaknesses:

a. Sometime the seventh respondent forgot that she became a teacher and she

stand up in front of students. She still made some ridiculous action which did

not look the power of a teacher.

b. Her voice should be improved.

c. She allowed the students to speak in Javanese language.

d. Her reinforcement skill was very poor because she only said “ok” and give

soft applause for all participations.


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e. She wasted the time since all of the group give performance in front, so she

did not has much time for giving critics, guidance and explanation. Even she

had limit time for conducting closing activity.

f. In addition, she gave some gift only for small activity, so it was not good for

the students’ physiology.

The observation on May 9th 2011

The result of eighth respondent first teaching practice:

The eighth respondent’s strengths:

a. She had a good appearance.

The eighth respondent’s weaknesses:

a. Teacher seemed nervous n less of serious. The power of teacher has not

appeared to her.

b. The speaking production had bad grammar accuracy. The fluency is too fast

so that it was not appropriate in explaining English lesson for senior high

school students.

c. Warming up still need improvement since it could not gain attention from the

students.

d. Teacher also has not explained the goal of the teaching learning activity.

e. Teacher gave complicated instruction n directly gave correction so it made the

student getting confused.


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f. In the main activity, teacher managed the time badly that doing jumbled

pictures in 2 minutes. Teacher did not consider that students had different

capability in doing exercise. Teacher should remember that the real students in

the future are senior high school and junior high school that somehow need to

open the dictionary.

g. Teacher has limited technique in making group. She always used count

number to make group.

h. Teacher had bad reinforcement skill since she only gave reinforcement once.

i. Teacher spent too much time in the beginning and primary activity. So that

she had no time for closing activity.

The result of ninth respondent first teaching practice:

The ninth respondent’s strengths:

a. Over all, the ninth respondent had done a great job in her first teaching

presentation.

b. In general, she mastered the material well. She had very good confidence and

appearance. Moreover she has good pronunciation, grammar organization, and

speaking fluency.

c. The set induction skill was good. Teacher encouraged students’ motivation to

guess the lesson taught n follow the class.

d. Almost all of stimulus variant skill produced in a correct n good way.


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e. Teacher had good verbal reinforcement. She gave reinforcement in

appropriate way to the students’ participation.

f. Teacher’s questioning skill is also good. She clarity the question well. She

gave space for every question. She guide the students well.

g. Teacher had good time management.

h. Teacher closed the lesson with complete activity such as reviewing.

The ninth respondent’s weaknesses:

a. Sometimes teacher forget her power of teacher. She forgot that she was

teaching in front of students. She laughed at her self somehow.

b. Teacher did not make a real simulation since she mentioned the previous

teacher which actually acted as another teaching simulation.

The result of tenth respondent first teaching practice:

The tenth respondent’s strengths:

a. In general teacher was so enthusiastic to deliver the teaching.

b. Teacher had good voice production.

The tenth respondent’s weaknesses:

a. Teacher looked to be nervous. Her appearance is not good enough since her

hair disturbed her eyesight. Her shoes also created sound which disturbed

students’ concentration.


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b. Teacher grammar accuracy still needed improvement.

c. The set induction skill should get improvement since it have not gained

student motivation to learn the material.

d. Teacher lack of power, thus the students talked each other and ignored the

presence of the teacher.

e. The instruction delivered was less clear.

f. In the main activity, teacher put the media on inappropriate location meaning

too high so that the students got difficulty to do the task given.

g. Teacher lack of utilization of pause or silence. She often talked when the

students do the exercise and it disturbed the students’ concentration.

h. Teacher could not manage the time well.


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Appendices II

Respondent Reflections

First respondent

May 2, 2011 4:55 PM

1st respondent said... thanks for your comment, friends.. : well,, let me to tell my

experience becoming your teacher..

I felt I couldn't be a good teacher for all of you, guys..I prepared it well but I felt

nervous when I was teaching.. I felt nervous because I felt there were some people

underestimated me...haha.. Moreover, I felt the observers behind the mirror like

monsters who can kill me anytime. fiuhh,,I am sorry if there were some mistypes in

the dialogue. But, I felt confident wearing the appropriate clothes..I really thank to

all of you for the coorperation and support given to me..I love you, Guys.. (haha,it's

like I want to suicide..hehe..)

May 3, 2011 12:52 PM

1st respondent said...

This week, there were six teachers taught us; three were on Monday and the other

three were on Wednesday. On Monday, there were .., …, and … Overall, they did the

teaching well. Here are the comments I have for them:

I was an observer for them before teaching on Wednesday.

As usual, … was like a real teacher. He taught the students very well. As he

said before, he have ever taught SMK students. So, I didn't worry about his teaching.


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He deliver the instruction clearly. I saw that the students feel comfort with him. He

could give a good atmosphere in the class. Good Job ... I am your biggest fan..

Hahaha..

Hallo Mr ...

Yeah, he is also a good teacher..I don't know why he looks nervous in the

beginning..But, over all is good..You can deliver the material well..

And the last teacher on Monday was ...

As usual, … could speak fluently and her voice was good..But, she still show

unnecessary body movement..

On Wednesday, there were …, …, and me..

… was a humourist teacher. But, he couldn't master the material well..The

students could enjoy his class because his joke..Unfortunately, teaching is not just

about having fun..Hehe, but it was okay ... I really enjoyed your class..

The second chance held by me..

Honestly, I didn't feel comfort with my teaching because I had to face

unimportant questions..Hehe..I have answered once and there was a student asked me

again..It seems that he didn't believe in my answer..Oh My God.. (Actually I was not

sure with my answer and I confused what I am gonna say :D ) I have prepared my

material not my performance, and the result was not good. Sorry Guys..

The last teacher was ...


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Second Respondent’s reflection

May 3, 2011 12:58 PM

2nd respondent said...

Thanks for all comments, critics, and suggestions given to me. Hopefully, my

teaching will be better in the next turn. Actually I didn’t believe I could teach my

friends better than my previous teaching. Okay, it’s turn f me for make my reflection.

I succeeded in managing my 30-minute-teaching although I remained 8 seconds. In

the beginning of the class, I could draw the students’ attention by showing them some

pictures. In the middle of the class, I felt they were bored. I could see from their facial

expressions. Probably, they were bored because of the recording. I recorded my own

voice. The night before D-day, I checked my recording, and I thought it’s clear

enough to listen, but when I was playing it in the class, I don’t know why my

recording was not clear enough. That’s why many friends said the recording was not

clear enough.

During my teaching, I realized not all students involved the lesson. Sometimes,

they didn’t pay attention to me. They talked each other. Some friends said that the

material was too difficult and long for students on grade X but I thought the material

was appropriate enough for that grade; probably the material seemed difficult because

the recording was not clear.

I had sufficient time to prepare everything. If I had to teach the same material

someday, I would still use the same method and perhaps I would modify it.


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That’s all my reflection. I hope I I can improve my self in the next and last turn in

micro teaching class. �. Keep your spirit guys…. Do our best. Show the world we

can be professional teachers. AMEN. GBUs.

Last two weeks, on Monday, the teachers were …, …, and …. They all dressed

beautifully. What I learned for their teaching?

… looked nervous.. It make her not fluent in delivering material. I liker her set

induction. She showed students video of procedure.

…: although she was not in good condition, she could explain the material.

…: Nita used good media. it was interesting but be careful with your time.

Thank your for giving me feedback... actually, I did not prepare my second teaching

well and I don't know why I was not satisfied with my teaching although many

friends said that my teaching was good. I felt that I didn't organize my teaching well

and I missed some instructions. About my fluency, I realize that that is my main

problem. I am still trying to improve my fluency and grammar. … said that teaching

is about process. this is my process and I still have a chance to improve myself.

May 23, 2011 4:15 AM

2nd respondent said...

In firs teaching the teacher were …, …, and I.

For … I think you should arrange the difficulty grade well. Put the most

difficult number in at the end. don't put difficult number at the middle because it will

be surprising for the students. Your material mastery was good.


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For …: I don't know why I felt that you didn't focus on your teaching. Please

show your enthusiasm during your teaching. You provide good material.

It’s time for reflecting. Let’s go….. It’s good to see all of the teachers made

progress in this second teaching. On Monday the teachers were …, .., and …. Here

are my comments for them.

…: What I like from your teaching is that you provided simple activities and

you mastered the material well so that you could explain the material clearly. About

your material, I think the vocabulary was too difficult for SMK students. Moreover

it’s in level elementary.

… You were responsible in writing of SMK students but in my opinion I

couldn’t see writing activities during your teaching. It thought it’s because you spent

much time in explaining. Be careful with the time management. �. Overall, good job.

I hope your mother will get better soon.

…: you provided native speaker in your recording, although one of them was

not native speaker, but it’s good. :D. what needs to improve is your speaking speed.

Please don’t too fast.

On Wednesday we had, …, …, …

…: you could make the class more alive by your jokes. It’s normal when you

gave joke and you laughed but as a teacher please control your self when laughing. I

saw your laugh was uncontrolled or tertawa tebahak2 in front of your students. We


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have the same problem with grammar, pronunciation and fluency. Let’s make them

better. :D

…: I agree with Jenny. The first example was too complicated for seventh

grade students. You could give the memo which more familiar with their

environment. Overall, you've given your best…

…: You provided interesting activities. I like it. What I dislike is that I didn’t

get the chocolate. Hihi. :D. Your game was good. Please be careful with your time

management. You’re responsible in writing but I couldn’t see writing activities. It’s

like speaking class. Overall GOOD. ^^

That's all my reflection. Thx. ^

Whoa……… this micro teaching class almost finished ….. As usual we have six

teachers. All teachers made progress compared with first teaching chance. On

Monday we had …, …, ….

… you provided funny baby video. It was very interesting. It could draw students’

attention.

…: you were enthusiastic when teaching your students. Pay attention to your

speking. ( I think we have the same problem).. :D

…: you were funny teacher (as usual). Please speak naturally (jangan terlalu sering

dibuat2). :D

On Wednesday the teachers were …, …, and …. Although the weather was hot on

Wednesday all the teachers could control the class.


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…: In my opinion you looked not enthusiastic when teaching. You looked tired. I

think what teacher‘s feeling will influence the atmosphere of the class. Don’t explain

when you students are taking each other. �.

…: You looked nervous when teaching.hehehehe. But you could control your

nervousness then. �. Please manage your time well.

…: you provided interesting activities. �. Be careful with your activities you have

arranged. If you forget the activities you can just explain it or skip it without telling

the students. �

That all my reflection. Keep spirit guys. :D

Third respondent’s reflections

May 9, 2011 11:43 AM

… said...

I would like to say thank you for all of your comments, suggestions, and

opinions on my teaching performance, friends. I really appreciate your attention. For

my reflection on my first teaching, I would like to combine it with my second

teaching, so I could make comparison of my progress. Hehehehehehe…….

My teaching partners in my first test were …and ….

Both of them had good performances. … was very confident in teaching. She

taught listening. She was well-organized and her effort to attract her students’

attentions by showing some pictures worked well. Her voice was loud enough and

she felt relax in front of the students. She was also funny teacher. I think she needs


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improvement in preparing the recording for listening. Her recording was not too clear

and it was very disturbing in listening.

… was beautiful teacher. Her appearance was good and she looked tidy and

different. She could handle the class well. The activity was also interesting, but her

instruction was not too clear and some students got confused about what should they

did. For suggestion, because you taught speaking, so increase the speaking portion for

your students. You do not need to explain much, but let your students to trying or

practicing.

May 20, 2011 12:42 PM

3rd respondent said...

Last week I had six teachers who taught me in micro teaching class. All of

them were very creative in teaching. They really made efforts in teaching their

students.

On Monday, …, …, and … taught me. All of them taught Narrative text in various

kinds of skills. …and … taught Reading,while ,,, taught Writing. They provided

interesting stories in the handout. I don’t really remember about ,,,’s performance.

However, I am trying to recall my memory about it. ,,, was a good teacher. He could

deliver materials in good order and explained his topic clearly. He is fluent in

speaking and had good pronunciation, but he has to increase her volume voice while

he are speaking and simplify his language. Don’t speak too fast so your students can

follow your explanation.


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… as usual could teach naturally. He has skill and ability to teach us and he

also cares with his students. I like the way he explains the materials, because he can

explain in good order and provide example in his explanation. However, I don’t know

why in the previous Monday he looked a little bit nervous in front of students.

... has her own style in teaching. She looked little bit nervous, but so far she

was good. She could manage the class well, but she was too often pointed at the same

students to answer her questions. For suggestion, because you teach writing, it’s

better if you provide much time in writing. In the last meeting, you didn’t have

enough time to give feedback on your students’ writing. The good point was you tried

to give correction in one of your students’ writing, although you did it in hurry.

On Wednesday, it’s …, …, and … turns.

… you’re good in time management. You could design the activities in the

classroom in 30 minutes. You’re also very creative in creating the activity. But I think

you have to control your students in doing your task. You have to pay attention in

what your students say. Don’t let them speak in Indonesia, because the instruction

must be in English. Your explanation were clear enough and you looked relax while

you’re teaching. What need to be improved is that your fluency and your voice

volume. Give clearer instruction when you want your students to do something.

… you’re a creative teacher. You use game to make them understand the

lesson. I appreciate your efforts. Same with …, if you use game, make sure that your


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students really do what you expect from them, otherwise they feel happy, but they get

nothing in the classroom (except laugh). Please be more confident while you are

explaining something. It makes you easier to control wild students in the classroom.

…, your recording is the best recording in micro teaching class. It has fulfilled

the condition to be a good recording in listening class. But, the content of your

material was too difficult to be followed. You made complicated steps and said them

in long sentences. As suggestion, you can divide the instructions in short sentence.

That will be easier for your students to follow the instruction.

Keep Fight Friends, we’re still in the process of learning.

On Monday, We had three teachers as usual. They were the last teachers in

Period 1 of Micro Teaching Class Test. All of them were creative teachers. I became

an observer of their performances. I think that they had prepared their performances

and that’s why they could do well. What I like most from their performances is the

way they conducted set induction. I think their set inductions were attractive and

interesting and it’s also suitable with their lesson topics. They also involved all of the

students in their learning process.

… was powerful teacher. Although she was a little bit nervous, she tried to

explain the materials well to her students. Her voice was clear enough and she had

loud voice. I also like her set induction by watching the video and bringing the real

objects to the classroom. Oh…and I like the way she provided interesting screen

saver. That made the situation of the class more comfortable. However, she needs to


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improve her speaking fluency and material mastery. Actually, I believe she had

already mastered her materials. What she needs to do is just explaining the materials

confidently. She needs to really believe that what she explains is right to convince her

students.

… was a good teacher. She was so confident and powerful. I like her set

induction. It could gain students’ attention well. She also looked very comfortable

with herself and her teaching was well-organized. Her voice and her pronunciation

mastery were excellent. What needs improvement from her performance is she needs

to make variation activities in Reading Class. I think her materials were too much and

it took time to discuss the answer of the questions in her reading passage.

… was also good in teaching. Her pronunciation and fluency were good. Her

voice was not too soft. Congratulation, you could increase your voice volume. I like

the way she taught writing. She asked her students to write first, and corrected her

students’ work by using the media. The students could learn from their mistakes.

However, be careful on pronouncing the word “arrange”.

On Wednesday, we only had a class for review, what we had felt after we

taught our own friends. We looked at the feedback given by the observers and

lecturer. I could learn well by reading my friends feedback and I hope that will be

useful to improve my performance in teaching.

On Monday, I was the first teacher in micro-teaching class. My friends who

got the same day with me to teach were … and ….,. …, you are a good teacher. I


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think your performance in second test was better than the first test. You could handle

the class well and your class management was also good. You designed simple

activity but it could become interesting activity. You’re well-organized than before.

You spoke more confident and more fluent. Try to improve again your performance.

Congratulation!

… was well-organized teacher. You looked confident in front of your

students. You could handle the class well and you could give reinforcement to your

students. As usual, you’re creative and well-prepared. I really like your idea using

pictures to show prohibition and warning. However, because you taught writing, so

please give more times to your students to write instead of to speak. For example, you

could ask them to write prohibition. I feel that you seemed to focus only on fun

activity and practice; you didn’t give more opportunities to your students to write

something. You should more focus on how to make your students able to write short

functional text.

On Wednesday, there were …, …, and … who got the opportunity to teach us.

They were creative teachers. They provided interesting activities. It made the students

did not get bored listening to them. All of them were excellent in speaking and giving

information. They had loud voice, good pronunciation and fluency. They could also

create warm atmosphere in the classroom and they worked well with media.

…and … were very creative in designing learning materials. They used task-

based activities to involve the students in the process of learning. They made students


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doing some tasks and it made them experienced directly the process of learning. It

made them became active students. Both teachers were very powerful and

enthusiastic. … was good in reinforcement, fluency, and pronunciation. She could

explain the materials well. … needs improvement in giving instruction, but her

overall performance was good. She could calm down herself. However, both of them

should focus their materials on the skills that were determined by the lecturer.

…taught writing and … taught listening, but the portion of writing and listening were

small in their teaching. It liked the writing and listening was not the main activity

(focus). They all too focused on performance. If we focus on performance, it means

that we focus on speaking. So please, emphasize your determined skills.

… was excellent teacher. He made the students did a lot of activities. It was

good to ask them to perform something because you taught speaking. You only need

to make sure that your students are not too crowded in doing the task and really pay

attention on their friends while their friends have performances. Your vocabulary was

excellent, but you could simplify your language (diction) so that your students would

not get difficulties in following your explanations.

Me as teacher……………….

Finally I had done all the teaching tests in Micro-teaching class. I

feel……………………………free now……wkwkwkwkwk. However, I felt……

heavy nervous when I was doing my test. That’s really bad. I don’t like the

nervousness sensation. It made me got a lot of troubles when I was teaching. Okay,


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now let’s make serious reflection about my performances in micro-teaching class.

Starting from:

My first-test performance

I was nervous when I was teaching my own friends in my first test. That

nervousness made all my preparation did not work well. I realized that I had to calm

down myself so that I could enjoy teaching. There were so many things in my mind,

and I couldn’t concentrate well. I made too many body movements. It was really

disturbing. My time management was bad. I was out of time and wasted my time in

doing set induction. My grammatical accuracy when I was speaking was not too good

and I couldn’t realize what I was saying during the class. I tended to speak fast and

did not speak in good organization. Actually, I prepared many media to help students

doing storytelling performances, but I was lack of time to make those media worked

well for the students. I prepared so many activities that I thought would have been

interesting. However, the way I conducted the class and the way I delivered the

materials still need improvement. I am still trying to teach well and what I need is

more exercises. Since teaching is a skill, it needs many times trying to master it. It is

a process. I find difficulties in teaching and my performance in teaching is not as

good as my friends. I need extra efforts and many experiences and exercises in

teaching. I know that it will take long time, but at least I try my best to prepare

teaching. Although my progress is slow but I still make progress

My second-test performance


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The challenging part in my second test was that I had to teach listening. I got

difficulties in making materials for listening. Luckily, I was also the first teacher in

Monday. Actually, my topic was simple, “greeting”, but it was difficult to find the

recording that was suitable for SMP students. I spent my time in searching for the

recording in internet. However, no recording was suitable for SMP students. The

recording used native speaker, but the recording was very fast, or not clear, or

difficult to be understood. Finally, I decided to make the recording by myself. It was

also not a simple process. I had to make sure that my recording was clear enough, not

too difficult and used correct pronunciation and intonation. It took long time for me

to make the recording. I understood that many of my friends were not satisfied with

my recording, even I had that feeling. However, it was the best that I could do for the

recording in the time given. It was the best that I could prepare and I could think. I

think I have to give a little bit appreciation to myself for it. I made improvement in

my second test. I tried to focus on my materials than to focus on set induction. I knew

it made my lesson plain, but I tried to focus on how I could deliver materials well. I

could calm down myself and I didn’t make too much body movements. I could teach

more relax, but still I need to increase my confident. I need to learn how to explain

something simply (in simple language) and also how to speak orderly.

That was my reflection…………

Thank to my lecturer and friends who are willing to give me your critics,

comments, opinions, suggestions, etc for my improvement in teaching. That’s really


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valuable for me. I hope you can support me so that someday I can be a good teacher.

Keep Fight!!

This is my reflection on this week…….

I notice two patterns of teaching from my friends’ performances in this week. First is

about teaching style. Sometimes, our teaching styles are influenced by our

personalities. Our characters and personalities can be seen through our teaching. I

have my own favorite teaching styles, but I cannot make justification to my friends’

teaching style. Sometimes, I feel comfortable with someone’s teaching style, but

others may not have the same feeling with me. Fortunately, all of teachers on Monday

were my favorite. They were …, …, and …. They had their own style in teaching. It

made them unique. In my opinion they were good because they could focus on their

strength in teaching. … and … were good in explaining something. I like the kind of

teacher who can explain the materials well. That’s why they become my favorite.

Both … and … knew well that they were good in explaining materials and in their

practice; they were giving more portion in explaining the material. I think it worked

well. The students were not getting bored because they could explain the materials

well. … was good in delivering the material systematically and it made the students

felt comfortable with the way she taught them. However, I have a little bit

suggestions. Sometimes, we have to try new methods or new ways to teach

something in order to improve our skill. We need to go out from our comfort zone to

make better progress. As example, I know Yoko is good in lecturing, but sometimes


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he needs to put the use of media in his teaching in order to make his teaching more

interesting. Just try first, whether it works or not, we will know it later. Maybe we can

do better. If we never try, we never know forever.

The second is about our focus in teaching. I found that in the last few days my

friends tended to focus on how to make their students happy in the classroom rather

than how to make them understand their materials. I know that all of them are

creative teachers. However, honestly, sometimes I felt that there were too much smile

and laugh in our classroom. I don’t know whether other students will agree with me

or not, but some of us think that their teaching are success if they can make the

students laugh, smile, and play in the classroom. That’s make us try to create the

condition with a lot of fun activities. It is good as far as the purpose of the lesson can

be accepted by the students, but sometimes I feel that the material is not really

important designed. The important is how to create the activity. It makes some of us

lose focus of their teaching.

Another important thing that I’ve learned from my friend is mental

preparation. I appreciate …’s way in handling the students. Although, his

pronunciation and fluency was not perfect and became problem in classroom, but he

still enjoyed teaching, stayed cool, did not get panic, and still relax. It was really

good. I imagined if he had gotten panic, he would have messed up everything.

However, he was not. That’s … strength in teaching.

Third respondent said...


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Whoa……the second round of teaching practice in Micro Teaching Class

almost finishes. We just have one week again for teaching practice. I believe that

each individual in this class has improved the teaching ability. Here the reflection of

this week:

On Monday, we had .., …, and … as our teachers. They were attractive

teachers; they could make the situation of the class comfortable. Grace provided

funny video in order to make us understand about her lesson. That’s the good way

combining the audio and visual in your teaching. … was also very enthusiastic in

teaching us, and … as usual was funny teacher. I think it is good to use media in

teaching in order to help the teacher to gain students’ motivation in learning. I

appreciate my friends’ effort in using the media in the classroom.

On Wednesday, we had …, …, and …. The condition of the class was so hot,

and it rather disturbed students’ concentration. However, the teachers that day were

capable to deliver the materials. At the beginning of the lesson they were little bit

nervous, but they could handle their own nervousness. They liked to interact with

their students and kept trying teaching although they were in bad condition. They

were warm teachers and tried to stay cool, so they were not easy to be disturbed by

naughty students.

That’s my reflection about this week’s teaching. Keep Trying Friends, Keep

Moving Forward, and Never Give Up!!


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Fourth respondent’s reflection

On Monday, I was one of the teachers, with … and ….. I was quite nervous

on my way to the campus, and things seemed walk so slow. I think that when I was

teaching, I managed the time very badly. I realize that I was using the wrong strategy

in the teaching practice. At first I thought that the time will be sufficient, but it then

ran fast. The strategy of using the storyboard I considered the most important even

had to be given as the homework, while in fact I wanted to explain it in the 30

minutes teaching. In my opinion, the storyboard would be a good idea to teach for the

students. That because I was about to teach reading comprehension so that by using

the storyboard, the students coud grasp the meaning or main ideas of a story. I do

hope that I was using the right way in teaching you all guys. Thanks to … and … for

cooperating well. Great job friends!

On Wednesday, I became the student again. There were …, …, and ,…

standing in front of the class as the teachers. They all had done the teaching practice

well. The most important thing that I learned from the classes is that teaching needs

good atmosphere. When a teacher is able to create a good atmosphere in the

classroom, it would be easier both for the teacher and students in transmitting and

receiving the materials. In the classes, the use of medias and properties maximally

can help the teacher and the students as well. Great job guys!

Last Monday was the last day for the first round of the teaching practice for

us. The teachers were …, …, and …. I became the student together with other


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friends. They were teaching well in the class, despite there were still nervous teachers

even though it was the last day for the first test. I learnt a lot from these

performances; that focus on the preparation is still quite important to do. And not

only that, teachers have to be able to control both himself and his students so that the

class atmosphere would not be too noisy or even too silent. Teachers also should be

able to know how the students in class behave.

On Wednesday, there were no teaching practices. *sigh*. The class was

moved to 2 p.m. to let us go home earlier. � We only had a discussion and sharing

during the class, and some of our friends shared their experiences when they were

teaching the juniors. I’m glad that all of them taught successfully. Well, the next

following weeks will be for the second round of the teaching practices. Let’s do all

the best guys! Let’s rock the class with our creativity!

Oh my goodness...I think I’ve sent the reflection for this 13th post.

Well, let’s start from Monday. It was the first day for the teaching practice.

And the teaching materials are for SMK and SMP students, which give us a lot of

tortures. There were …, …, and … taking turn as the teachers that day. I don’t really

remember all the things happening at that time but, I’ll try to remember a bit.

Ummm...comments on …, I think the recordings were not so clear and natural, and

somehow too difficult to understand. Better to use native recording. For …, the idea

of letting the students to speak a lot and in pairs was nice; I even have the same plan

too. However, you should be careful with your pronunciation. And for …, I think


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your focus on your teaching was not so clear, not to mention that your way of

teaching was bad. But, it’s good idea to gain students’ interest by using such method

in writing class.

And, on Wednesday, there were …, … and … They were also teaching well

in the class, but as usual, there were also classic problems. …’s teaching was good;

she used several kinds of illustrations to catch students’ interest. And I couldn’t agree

more with … that you’d better use written text than video in order to lead your

students to writing focus. For …, I think the recording was quite difficult to

understand; it was too fast and rather not clear. You’d better try harder to find the

native recording one. …’s teaching was rather different with others. He used game-

based learning which is new and very good idea. His students enthusiastically

followed the lesson he’d given, but the problem is that it’s hard to see the

points/purposes of the use of the game. The games were very nice, indeed.

From this, we can see that the use of media and game is a very excellent idea.

The only problem is that how we can use it maximally and appropriately. It’s not easy

though to find or create our own media, but the positive thing here is that we can

learn from one another.

Last week...umm...I was one of the teachers on Wednesday’s teaching

practice. I was quite very worried at that time. That because I had to prepare my

teaching for SMP students. I was so confused with the competence standard and basic

competence, and I just didn’t know what to do with those two things. Then a little


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helps came and I decided to choose the material/topic that I consider easy: describing

things. And oh yeah, the skill to teach was WRITING.

From the very beginning of my preparation, I’ve already been confused with

the activities that I should use. There were many considerations in choosing the right

and appropriate activities, and I then chose to use game and active learning method in

my teaching. In my teaching, I also asked my students to actively participate,

although in fact I missed one last activity. I knew that many of you and the observers

would think that the activities DOES NOT support writing skill. I knew that some of

you would think that it’s like speaking skill. However, it was not without

consideration that I use those activities. In my objectives, I state that my students

have to be able to write, and I thought that the homework given can accommodate

writing skill for my students. :D After all I consider this as a fatal mistake in my

teaching.

However, I also think that there were some good improvements in my

teaching, if it is compared to my first teaching practice. I felt much more confident

and enthusiastic during the teaching, and I’m glad that my students were also very

excited with the game (and some of them because of the giveaway... :P). I just really

do hope that the game was interesting too.

Actually, I just did the teaching practice in lower semester subject last

Tuesday (team teaching with …). I think teaching in lower semester subject is much

much easier than in the Micro Teaching class. I even didn’t feel nervous at all. For


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those who haven’t taught in lower semester subject, don’t worry because the students

are nice. Good luck, guys!

Ummm...wow...We are approaching last weeks this time, aren’t we? :)

Last week we had six teachers in the classroom, and all of them taught well.

There are good things that I can grasp from those six performances, but I perhaps will

only say that the best thing is that by having practice or experience in teaching we can

teach better. I saw that the performers taught with less feeling of worry. It’s a good

think I guess. In my opinion, they taught better than their first teaching practice and it

because most of them had taught for more than one time. I couldn’t agree more with

… that teaching needs practice a lot. By having practices, we as teacher candidates

will be able to teach naturally later on. Our teaching will also be more enjoyable for

both the teacher and students.

However, I also found some weaknesses in the performances last week. The

most ‘favourite’ problem that always appears in the teaching practice appeared again

in the performances: time management. This very common problem I think is quite

hard to overcome, by anyone then. I myself realize that it is not easy to manage time

in the teaching because anything unpredicted could appear anytime.

Well, soon after we had this Micro Teaching class, the PPL is coming fast. I

know he run well. :P Cheer up friends!

Fifth respondent’s reflections


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5th respondent said...

I may have been lucky to have my teaching practice on May 2nd because it is

our National Education Day. I hope this helps me to remember that education in

Indonesia still needs improvement in many aspects. However that is not the main

point that I want to reflect in from my teaching practice. I was successful in practising

it because I could manage the time and the class well; at least it was better than

before. Even though I still felt that my teaching was very usual, I enjoyed it.

I started the lesson by asking their situations and emphasized that in this life

there must be any problems. Someday the problem should be told as a story of

someone’s life. Here I introduced the topic of the day’s lesson which I did not state

explicitly. I asked the students to read and explore the story first, and then I explained

them how the story was constructed. So I just wanted them to know the constructed

of the plot based on its generic structures.

By asking many questions in the beginning, I hoped the students though about

their real life, then they read others’ story of life which was presented in the story of

the Princess. The problem was that I almost led them to the topic about recount;

apparently I should teach Reading Narrative texts.

I was happy that the students were involved in the lesson. Some students

looked bored indeed, but I could ask them to answers the questions provided. On one

hand, I was happy too that the students were very cooperative in discussing the

material. On the other hand, I was not really sure whether the students were really


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interested in the subject matter. It’s because the students were not so real. They were

my friends who were getting bored because they had just been taught the same

material by the previous teacher, ….

I prepared the material well. I tried my best to find and select the stories. I

developed the questions and designed the material by myself. However, I always felt

not satisfied with my work. I did not know how the observers evaluated my teaching,

but I felt my real performance was quite monotonous. I did not prepare games

because I consider that my material was appropriate enough for X grade of Senior

High School students.

I do not know what I should do if I teach the material in the next time. I can

use different strategies, depends on the class characteristics.

I hope my friends can give me more inspirations and sharing in teaching

strategies. I really want to learn from them. Thank you in advance, Friends.

I am sorry for being late to post this reflection. I made it last week but,

unfortunately, I forgot to post it, so I decided not to post it at all. However, better late

than never. Here is my reflection for last week:

I enjoyed being in the class as one of the participants/students. In was

interested in the teachers’ styles and creativity in delivering the materials. What I

wanted to learn was that they tried their best to bring and manage the students as well

as the materials. I do not know, whether they taught as usual or not. I had something

in my mind and heart which is still in my mind now.


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What I asked last week was what something was new in their teaching? Some

students might think hard the way how they should teach, while neglecting the

students’ characteristics, which should lead us to the question how the students learn.

It is difficult for me to think and predict the students’ characteristics. Some students

might not enjoy our teaching strategy.

I do not mean to judge …, … and …’s teaching strategy. I am reflecting my

own mind thinking about the effectiveness of teaching itself. We may think hard and

be so nervous thinking about “We Ourselves” as the teacher. We say “How are you”

more than twice asking students to respond loudly and enthusiastically. But,

sometimes it does not work well, just because we seem to be not natural. Let’s think

about reality when our teachers/lecturers greet us and smile naturally to open the

class. They just do it and it is impressive. This is because it has been the part of their

nature. First impression is important indeed, but it is not always created through

“acting-made” which actually shows our nervousness. So, my point here is how

attractive we are as the teacher being a teacher in front of the students.

Does it mean that we do not have to make effort to rise up students’

enthusiasm? No, it does not! We precisely learn, try and practice it. The process has

already begun. As it is a process, let us aware of this warning. Being a teacher means

also being you yourself. So teacher should be the part of ourselves, then we enjoy the

profession. We may ask again, do I enjoy teaching? What should I do to enjoy this

profession? How can I make this profession as who I am?


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I hope my friends also think the same. Sometimes I ask myself with those

questions above. I do not want to be a brilliant teacher in the future though I do not

enjoy it. Even if I have not really enjoyed it now, I still want to make it interesting.

Preparing the lesson plan and the materials sometimes make me stressful, sometimes

happy, or glad. Until now, I believe, as time goes by, I hope it can be internalized as

my charisma in teaching. Nothing is wrong in this process. But, it is wrong if I failed

to try and/or learn it.

On Wednesday, I agree with the lecturer’s comment in term of giving

comment (by the observers). Everyone may have their own perceptions about

someone’s teaching method or technique. Maybe one teaching method and technique

are good for someone, but not good for someone else. But in improving teaching

skill, it does not matter. The most important point for me is that I can manage the

class and the material well; and the students also enjoy the materials. The material

should be delivered well and the students get the points of the materials.***

On last Monday (May 16th) we had …, … and … as the teacher in the class. I

appreciated their efforts and creativity in teaching. They had different teaching style

which was typical for each of them. However, …’s listening material still needed

improvement, I mean the recording was good and clear enough, but because it was

non native speaker so it influenced the intonation and stress of the words in

sentences.


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…’s material was also good and creative. By giving the cards and asking the

students to introduce themselves according to their identities in the cards. … also did

the same, giving cards to students and asking the students to be in group based on the

same card they got. I enjoyed their teaching and I tried to adjust myself as Junior

High School students.

On Wednesday, we had …, … and … as the teachers. They also, of course,

had typical style of teaching. I was one of the observers. For me …’s teaching was

good. She was attractive. I just suggested that her illustration was a video, meanwhile

the skill was writing. I thought it would be better if the illustration was just a written

slide (which the word and sentences were written) then the students analysed the

structure of the advertisement, because it was not for speaking skill.

…’s listening was so unclear that the students could not listen well the

conversation. However, it is quite difficult in finding the original/native recording,

indeed. It would be better to have the native speaker’s recoding. I was interested in

…’s teaching style. As usual he was very creative in applying games and evoking

students’ enthusiasm. The little problem for …’s teaching was just the time

management and the effectiveness of the games to the transferring of the material to

the students.

Overall, I appreciate my friends’ teachings. What I want to reflect here is that

we have much more time in preparing the 30-minute teaching. But, later on when we

have to teach at least four times in a week, we will not have much more time


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anymore. What we need at the time is our professionalism and strategy competence.

Sometimes, when we have additional problem in our family, we even have no time to

prepare ourselves to teach. What the teachers usually do in this situation is just teach

and spontaneously manage the class.

So, sometimes it is unavoidable. We have to be ready in overcoming this

situation. That’s why I have to try as many as possible teaching strategies and/or

methods. By trying a lot and learning a lot we will have much more experiences.

Maybe we do not have to try it by ourselves, but by observing our friend’s teaching. I

like observing and learning my friends’ creativity in the class. I think those strategies,

methods, and games will be very helpful for me later, especially if I have no

preparation. That’s why I always bring home my friends teaching material. Am I

doing plagiarism in teaching if I use the same strategy or games in my teaching? I do

not know. All I know is that I want the students understand the material and they

enjoy the learning.

Thank you, friends, for teaching me a lot.

I did my second teaching on Monday, May 23rd 2011. I taught for SMK

students; Level Elementary. My material was about telling people’s jobs and

educational background. It was a simple material, yet it was quite challenging.

I found my teaching was ironical. What worked well for me was my self-

preparation referring to the material and my Lesson Plan I had made. I gathered the

materials two weeks before my teaching practice. I consulted and shared to my


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friends about what I was going to do in the class. They gave me suggestion and

support.

Firstly, in the classroom, I felt comfortable and relaxed enough. I thought I

did my set induction as well as the transition to the introduction of the material. I just

felt okay at the time. Then, in doing the initial activities, I found the students were

cooperative enough; they could understand the material I presented through the

slides. I though the material was appropriate with their level, because it was in

accordance with their need as vocational students. I hoped the material was a good

initiation for making their Curriculum Vitae. It is important for them in seeking jobs.

However, there were many things needed improvement. My time

management was awful. I was wrong in time consideration; I made a wrong in

starting to count the time. This was a technical error. What I made was not exactly the

same with my learning activities in the Lesson Plan. My main activity which I should

have asked the students to write something actually became homework; just because

of my bad time management. I do not know how to overcome the problem in real

experience later on.

My manner and enthusiasm were also not maximal. Even though I felt

comfortable enough, some friends gave me feedback that my enthusiasm in creating

the class atmosphere was not maximal enough. Realising that reaction and evaluation,

I felt that was ironic. However, I tried my best to evaluate myself holistically. I just

asked, “What’s happening to me? Will it happen again?”


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I have my own answer now. I made many mispronunciations in my teaching

last week which meant I did not concentrate enough. Honestly, in the morning, I got a

text from my brother that my mother was sick. The message decreased my spirit.

Maybe it was logical that I was distracted by the message. However, even if I have

been a real teacher, I shouldn’t have positioned well the problems. I teacher have to b

able to “act” in from of the students. If it is a strong suggestion, I found myself was in

lack of this ability. This maybe a problem in professionalism, but I have no idea to

solve this problem in real experience. I might advise some friends who were in the

same situation so wisely that they believed in my words. But, it was useless when I

myself experienced the disturbing problem.

Finally, I was happy because I experience that in this process because, at least,

I hopefully can learn from the experience. I do not mean that if I haven’t had that

problem I would have been able to be better in teaching the material. My last question

is what should I do if I get other distracting experiences again? My own heart and

mind want to answer it, but I’d rather calm them down than let them make many

assumption.

Let me learn from the experience as well as from my friends.

Sixth respondent’s reflections


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6th respondent said...

AS TEACHER…. Last Wednesday, it was my turn to teach. A week before, I was so

desperate because all of my materials were wrong. I made the procedures material not

giving instruction. It was really difficult to find giving instruction material especially,

for listening class. I almost gave up at that time. Fortunately, … helped me. She gave

me an idea to arrange my material again. So, I decided to record my own voice and

asked the students to color a picture to practice their listening ability.

On the D-day, I really nervous. I was so surprised because the class was so

noisy. I really confused how to handle them. I just tried to speak so loud so they

could hear my voice and I hope they paid attention to me. I realized that I still have a

lot of weaknesses especially, my grammar and speaking fluency. The effect of it was

very bad because I didn’t feel confident when I delivered the material. Another

weakness was I always speak too fast. I think I need an extra work to control it so, I

could make it better.

Well, all of the students were really cooperative. They could learn what they

were intended to learn and they participated in the lesson very well. It made the

lesson successful. When I asked them to play “… Says” game and “Colouring”

activity, they did it very enthusiastically and fortunately, it also could arouse their

interest.

Overall, I learnt a lot of lesson from this turn. The first thing is I have to make

sufficient preparation for the lesson. The good preparation will bring good result. The


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second, I have to employed alternative teaching strategies. I need to make a plan B,

plan C or plan D beside the plan A because every teacher cannot predict the situation.

So, as a teacher we should be ready if our plan cannot work properly, we still have

other plans. The last thing I want to say for all of you the teachers, “Do the best and

prepare for the worst.

Seventh respondent’s reflections

Last Monday was the performances of …, …, and …. For …, I think you can

make your lesson be more interesting than you did last week. it's because i saw most

of students did not really pay attention to you. By creating an interesting activity, you

can get their attention. :)

… : you give too long introduction, i think..: ) but you looked confident. Good Job!

…: good-looking teacher :)... you need to master your material well …, so that you

can answer the students' questions.

Last Wednesday, the teachers were …, .., and ….

I think … did well in her teaching. nice activity :). but, I saw many students

spoke in Javanese when they gave instructions, you have to be aware of it...

Me:

Well, how to say it... I'd experienced that being teacher is not easy....I was

really nervous when I had to start my teaching. …, You're absolutely right! I cannot

control myself when I forgot to wear my shoes. that's embarrassing!! (maybe it's

because I was late.) then I forgot what i had to say in front of class... I had prepared


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many things to support my teaching. I was too busy to prepare those things and I

forgot to prepare myself. I had not ready yet at that time. while i was teaching, i made

a lot of mistakes in arrange my words...however, i think the activity was interesting

and all of students enjoyed it very much. (at least there's still something to be proud

of)hihihi so friend, later, please come in time, so you can prepare yourself to teach in

front of class. And everything will be alright...

For …: I saw you were also very nervous,a…. actually i didn't raeally pay

attention on your teaching, (still regretting my previous teaching) but i saw most of

students were pay attention on you and they enjoyed your teaching.

Last monday was the performance of ..., …, and … i became the observer of

those teacher. … was teaching well. She explain the material to the students loudly

and clearly. but sometimes she made grammatical mistake when she was speaking.

maybe because she was little bit nervous. …, if you will give instruction to your

student about the activity, i think you should wait until your students really pay

attention on you.

… was a good teacher. She could get students’ attention. All students enjoyed

the activity. I like the way you give introduction to your students. It aroused your

students’ curiosity about your material. You also looked confident, as usual,,,�. But

you need to consider your time management Jen, overall, great job!

The third teacher was …. The good point was she used new media in the

discussion. It was good, because through the new media, the students could


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understand what you explained and it’s effective. But you have to care about your

pronunciation nita, so that there’s no mispronunced words.

That’s my comment, thank you…

I taught listening for SMP. And the topic is asking and giving fact. In the

preparation, it was difficult to find the native speaker recording. I found a lot of

recording, but the one which is suitable to my topic in teaching was very difficult and

fast for SMP students. So I found one which is not really difficult and not really fast.

It was the real conversation between native speaker and Japanese girl. I think that

recording is the right choice among all. But my friends think that the recording was

not clear enough (maybe it’s because the recording is from the real coversation).

Actually I was not in good condition at that time, but I tried to do my best. I

was not really nervous at that time, but I also not felt enthusiastic in teaching. …,

you’re right. Although I was not in a good condition, I shouldn’t show it to the

student and do the best for teaching. About the activity, I spent too much time in

discussing the recording and have a little time in the game. Therefore, I only divide

the class into two groups. It’s different from the plan I’ve made. I had difficulty in

managing them during the game, because they are very active in doing the game. But

I’m happy because all students enjoyed the activity.

For all friends, I would like to say thanks for the comments and suggestions

for me. Hopefully I can improve my teaching skill and be better next time. : )


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On Monday I was absent so that I don’t know my friends’ performance. On

Wednesday the teacher were …, …, and …. … was a good teacher. He could get his

students’ attention during his teaching. All students were enjoying the teaching

process. Since you taught speaking skill, you should encourage your students to speak

more.

For …, you prepared your media well. During teaching, you sometimes

pronunced memo as [mimo], please be consistant. (I think the right pronunciation is

/�mem.ə�/). You should master your material before you teach in front of the class,

so that you’re confident when explaining. Yesterday, it seemed that you’re hesitant

while explaining. About the activity, actually I still confuse whether the jumbled

arrangement was deliberately missed or accidentally missing. Hehehe…however, I

still could understand your explanation. Keep trying! : )

For …, I think your pre-activity was interesting enough for the students

(although it felt like a little bit de javu) hihihihi….it’s related to your material. You

manage the class well and all students involved actively in the activities. The activity

was also interesting for me that the students should describe the interesting pictures.

You taught writing, didn’t you? But the activity is more on speaking I think, you

should add more activity which is encouraging students to write.

Eight respondent’s reflection

… said... On Monday, I became the teacher. Finally, I could teach my friends

and I did 30 minutes teaching. I realized that I was very nervous. That was not good


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in the beginning. I often made grammatical mistakes and it was really “semrawut”. I

even forgot the English of the word “apotik”.

I learnt from my friends in the previous teaching which used picture to gain

the students’ attention. In my teaching, I used a video which was related to the

material I was going to teach. And it worked although there was a mispronunciation

in the word ‘cup’. Through the video, I could relate with the material that will be

discussed in class.

What did not work well in my teaching was that I did not ask my students to

perform what they had done in the class for the first activity. I realized that it was not

good since the students might think “what is the purpose of doing this activity?”

Actually, by asking the students to perform it in front of class, I could give them

feedback if they made mistakes.

I also thought that the material that I gave was quite easy for the students.

However, I thought it was quite appropriate in speaking class since I taught for 10

grade of senior high school and the point of speaking was that the students could tell

the procedure how to make something clearly.

On Monday, there were …, …, and … who became the teacher.

The first was …. She taught about how to greet someone. She looked more

confident and calm. The recording was clear enough and she could deliver the

material clearly.


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The second was … She taught about how to introduce myself and someone.

She was confident and quite fluent. Her teaching strategy was quite good. She used

card containing some personal data and the students were asked to introduce

themselves in pairs. It could gain the students’attention.

The third was angel. She was confident in delivering the material. What did

not work well was that the task given by the students was not really appropriate for

writing class. I feel that it was more appropriate to teach reading. It would be better to

give the students picture and ask them to write what the picture is about.

On Wednesday

The first is …. She taught about advertisement (writing). She made a poster

containing an advertisement. It was simple but it could gain the students attention

since the advertisement was about “prominul milk”. She was fluent enough. Her

performance was good. About the material, it was appropriate for junior high school.

It was quite interesting to use some pictures and to ask the students to color it. Since

her focus was on writing skill, it would be better if in the end of her lesson, she gave

them feedback their writing.

The second was …. I did not know why she was not really enthusiastic as

usual and maybe because she was not feeling good at that time. I thought she had to

be enthusiastic whatever her condition, so that the students would be enthusiastic as

well. She taught about giving fact especially about personal data. I thought the


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conversation in the recording was not clear enough, but it doesn’t matter, I still could

get the information.

The last teacher was …. He used more games in his teaching. It was fun. All

of the students enjoyed his teaching. However, the students had less chance in

speaking. It would be better if he gave a picture about one actor or actress and let one

student to describe it and the other had to guess who is she or he. It could give your

students a chance to speak. I think your performance was really good and you were

creative.

Good job friends. Keep spirit^^

… said... This is my reflection on three teachers who taught on Monday.

The first was grace, what went well from you was that your teaching strategy

was good. The use of media helped you to interact with your students. As a result, the

students were eager to learn the subject. It was nice.

The second was …. You were good enough in delivering the material. It was

good to use the video. It could attract your students. You looked more confident in

the second teaching. My suggestion for you is that when you asked your students

answer the question, don’t forget to give them reinforcement.

The third was …. You looked more confident and relax. You were good in

delivering the material. The way you delivered the material was simple, but it could

attract you students.

On Wednesday..


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There were …, … , and me.

For …: you could deliver the material clearly. It was good. I think you have to be

more enthusiastic and speak loudly to wake the class.. hahhaha..

For …: you were good in delivering the material. You spoke fluently and

confidently. Your activity matched with the material.

This one is my reflection about second teaching.

I used the song which was unrelated to the material to warm up the class and

since the class was already warm, I saw some of the students were not really

enthusiastic. It was because the condition was hot. As a result, some students were

not really eager to pay attention. Maybe, I have to make more interesting activity, so

that the students will be enthusiastic to follow the class.

About the material, I thought it was quite appropriate for SMK students (level

intermediate) and it was clear enough to be heard.

My performance was not good enough and I was still nervous, but I tried to be

calm. However, I felt more confident in the second teaching. What did not work well

was that my set closure was not really good. I made a review too fast. We still have

motivation to learn how to be a good teacher.

Ninth respondent’s reflection

I and my two friends became the last teachers for the first micro teaching test.

It was little bit difficult to me to attract students’ attention. They were so nice and


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quiet. I don’t know why. Was it because of … and … were absent on Monday? Or, it

was the last teaching for the first test? Or it was only my feeling?

Unfortunately, I was in a bad condition while teaching. It was difficult to me

to shout “okay guys, time is up”. As the result, I felt ignored, hehe… But I would to

say thank you for all of my friends, your cooperation was the one I appreciate most.

This week was really a busy week. On Monday I taught my friends in Micro

Teaching class, the day after, on Tuesday, I taught my junior (4th semester in public

speaking class). I was afraid while teaching my junior. I was afraid doing the same

mistake I did on Monday. I tried to relax, but suddenly there was something happened

on my skirt; it was broken. I became so nervous. I couldn’t clearly think. The material

I would like to deliver was gone. I tried to be professional. I changed my appearance

and I thought my students didn’t know that I was really nervous. My teaching went

well. The feedbacks I got from the students were mostly good. Finally, two missions

accomplished ^_^

Again and again; I taught again in the first week of this second mid-test.

On Monday, there were …, … and … They were so lucky getting the first

turn from the lottery.

…: You were good. You were confident enough, the grammar you used while

teaching was also good, but please pay attention on your eye contact to the students.

You need to be more natural while speaking. About the lesson plan, be focus on the

topic you want to deliver. You taught ‘bout greeting, but in your lesson plan, I found


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“melarang/memerintah”. So, check it once more before sending the lesson plan. One

more, just move freely as you want. Don’t do the same gesture all the time. Overall,

GOOOOOOD ^_^

…: There were some misspelling in your lesson plan and you need to mention the

sources for the handout you used while teaching. Pay attention on your grammar

while speaking. Don’t choose the same student(s). You can value your students’

performances by asking for applause for them. But overall, you were confident and

good while teaching.

…: If you taught writing skill, give a big portion of writing to the students. Matching

for me was not a writing activity. Be confident my dear, Angel. You were looked so

nervous while teaching. Good job.

… and … were also good. You two were so creative, especially…. You used

technology well while teaching and it gained students’ attention so much (Ajarin

dong…^_^). Your grammar while teaching was also good. It was better if you spoke

slower and used the appropriate diction please. Overall, your teaching was amazing. I

really like it. … was also good while teaching. The method you used was creative and

interesting. But you were looked nervous. Be relax girl. The instruction you gave was

little bit confusing. Make it clearer. But overall, you were good. I really enjoyed the

class.

I also got a turn to teach. This time, I taught writing. I thought it will be a

boring class, but in fact, I could see that the students could enjoy the class. The


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material I gave was also simple; the method I used was the simple one. I didn’t

satisfy yet with my teaching, I need to improve my grammar while speaking. I need

to prepare it better. I need to be more creative and innovative. Finally, all missions

accomplished. It’s the time to be focus on the other important things. Chayoo my

friends ^_^

This week, as usual, there were six teachers taught me; three were on Monday

and the other three were on Wednesday.

On Monday, there were …, …, and …. Overall, they did the teaching well.

Here are the comments I have for them:

Yoko: You were creative in designing the type of material; especially to assess

reading skill. You provide only one short reading passage, but you can manage the

time well. You were confident enough. In my opinion, the diction was little bit

difficult for SMK; they usually limit on vocabulary. So far, I enjoyed the class.

GOOD..

….: As usual, you were good in teaching. But you looked nervous at the beginning.

You need to improve your pronunciation. You tended to pronounce ‘so’ as ‘show’. In

my opinion, you can make the explanation to be brief, so the activity of writing can

be done by the students. GOOD..

…: I like the way you spoke. The pronunciation, tone, fluency, and the grammar were

almost perfect. But it is better if you don’t spoke too fast. Slower please.. So far, you

can manage the class well. GOOD..


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On Wednesday, there were …, … and …. Here are the comments I have for

them.

…: As usual, you were funny so you can easily attract the students to join the

teaching and learning process. The interaction and communication with the students

were also good. The only things you have to improve were the pronunciation,

grammar, and the fluency. That’s all. GOOD ^_^

….: You taught well. But in my opinion, the first example of memo you provided was

little bit difficult to understand. Pay attention on your pronunciation. So far, I enjoyed

your teaching. You communicate well to the students. GOOD ^_^

…: Interesting. You provide some interesting pictures and creative teaching. The

game you provide was also interesting. Maybe, the only thing you have to check was

the roll-sleeve and the time management. You taught writing but there was no writing

activity in the class. So far, GOOD ^_^

Tenth respondent’s reflection

Actually I taught in lower students’ class (paragraph writing class) for two

meetings . One meeting was for teaching, and the other was for giving feedback. This

week is the end of my teaching. I looked very nervous at first time that influenced my

voice production. I tried to calm down and it worked. However, there were many

weaknesses on my performance. I had a problem on teacher’s silence. I could not

control myself. I like to walk around when the students did their tasks. Actually, I did

not have to talk every time by saying “Do you have any difficulty?”. How they could


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work if I talk to them frequently? I had to give more time for them to do their tasks.

In addition, I also had to control my body movement. I often walked hurriedly that I

sometimes crashed the desks and projector viewer cable. It sometimes made a noise. I

think It was really disturbing. Because I taught in paragraph writing class, the lecturer

asked me to prepare to give feedback to the students’ writing net meeting. On the big

day, I just gave feedback on the grammar. I actually planned to give feedback not

only on the grammar but also the organization of writing, such as the topic sentence

and other elements. I really forgot at that time. I was really regretful. Next time, I

should calm my mind, concentrate, and prepare my self well so I can deliver the

material completely. In brief, I learnt that teacher should prepare themselves well

before and during teaching.

In microteaching class, the teachers in this week was really great in teaching. I

learnt that teachers have to be able to use many kinds of media in teaching and for

gaining students’ attention. What did not work in the class was that the listening

session on Monday. I think that the teacher should give pause for different recording

so that the students can take a breath for a while. If they are tired and bored with the

continuous listening without stopping, they will not be enthusiastic in dealing with

the listening passage.

What worked good in this week was that all of the teachers looked confident

when teaching in the class. Although I could see that they were nervous, they did not

show it to the students. They tried to create good atmosphere in the class by teaching


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enthusiastically. In addition, the teachers could encourage the students to participate

in the learning activities.

What did not worked good was that the material that were going to learn and

the material mastery. I suggested that the teachers should rethink whether the

materials were appropriate for the students or not because I saw that some teachers do

not prepare the materials well. The materials should not be far from the context.

Moreover, the materials should be based on the level of education. Don’t be so

difficult to understand and vice versa. In addition, the teachers should master the

materials well. As teachers who became the source of information, they had to master

their materials well so if the students asked them, they could answer well.

I think all of the teachers on this week did their teaching well. We had …, …,

and … on Monday. While, …, …, and … performed on Wednesday. Actually, I was

confused with …’s teaching. At first, I did not realize that she taught listening,

because it seemed that she taught speaking or reading. She used videos with subtitles.

I did not know the reason she used it. If the reason was that she had difficulties in

searching listening materials, then I understand her situation. If she used it because

junior high students were not accustomed to have listening session and have

difficulties in listening, then she would be creative teacher. If it is good to have

listening session like what … designed, I will follow her teaching when I teach

listening for junior high students. … did her teaching well. I suggest her to improve

her fluency and reduce her unnecessary body movement when teaching. I think …


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also did his teaching well. He was a funny teacher. I enjoyed the class with him.

However, he should control of having sense of humor. Teach firmly and

enthusiastically. I saw that you always smiled, but your smile showed that the aura of

yourself showed that you are tired and weak. For …, your warming was nice. I

suggest that you should teach more enthusiastically and increase your voice volume. I

saw that you were not energetic enough. Please handle your student more firmly

because at that time the class was crowded. Don’t let your students busy with

themselves. For …, your warming-up activity was good. It can evoke your students’

enthusiasm in learning. Because you wore skirt, I suggest you to move elegantly.

Don’t step too far or wide.

I learnt that being a teacher should be well-behaved, stand firmly, try to

handle crowded class, teach enthusiastically, have good teaching strategy, and care

about the students.


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