An Analysis of EFL Pre-service Teachers' Reflective Journals: A Qualitative Research at English Education Study Program of UNP

Sherly Ramadatillah; Sitti Fatimah

doi:10.24036/jelt.v13i4.131326

An Analysis of EFL Pre-service Teachers' Reflective Journals: A Qualitative Research at English Education Study Program of UNP

Sherly Ramadatillah⁽¹⁾, Sitti Fatimah⁽²⁾,
(1) Universitas Negeri Padang

Indonesia
(2) Universitas Negeri Padang

Indonesia

Corresponding Author
Copyright (c) 2024 Sherly Ramadatillah

DOI : https://doi.org/10.24036/jelt.v13i4.131326

Full Text:

Language : en

Abstract

The development of reflective practitioner teachers is essential for enhancing educational quality. As a recent popular topic among teachers, reflective practice fosters continuous learning and adaptation in teachers’ teaching methodologies. EFL pre-service teachers from the English Education Study Program of UNP are also encouraged to do reflective practice by writing reflective journals during the Teaching Practicum at school. This study intends to analyze the reflective journals written by EFL pre-service teachers in the form of Gibbs’ Reflection Model during their Teaching Practicum at school. This study focuses on exploring the content of EFL pre-service teachers’ reflective journals to identify the themes and trends found in these reflective journals. This research employs a descriptive qualitative approach by utilizing content analysis as the instrument to analyze the data. 24 entries of reflective journals written by 8 EFL pre-service teachers of UNP were analyzed through an inductive approach. The study’s findings revealed the content of the reflective journals written by EFL pre-service teachers particularly focused on pre-service teachers’ experiences during the lesson in the classroom. The reflective journals focus on pre-service teachers’ experiences particularly related to the challenges of managing the classroom environment, maintaining students' engagement and participation, facing students' behavior, and dealing with teachers’ internal problems. In conclusion, this study highlights the focus of reflective journals written by EFL pre-service teachers during the Teaching Practicum. This research offers pedagogical insights for improving reflective writing skills, especially in relation to the practice of self-reflection in English Language teaching.

Keywords

Reflective Practice, Reflective Journals, Reflective Writing, Self-reflection, Pre-service Teacher

References

Ajayi, V. O. (2017). Primary sources of data and secondary sources of data. Benue State University Journal, 1(1), 1-6.

Armutcu, N. & Yaman, S. (2010). ELT pre-service teachers’ teacher reflection through practicum. Procedia-Social and Behavioral Sciences, 2(2), 1488-1492. doi: 10.1016/j.sbspro.2010.03.223

Batman, A., & Saka, Y. (2021). The role of reflective practice in the professional development of pre-service science teachers. International Journal of Science and Mathematics Education, 19(1), 87-104.

Bolton, G. (2014). Reflective practice: Writing and professional development (4th ed.). Sage Publications.

Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. Kogan Page.

Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151-167.

Carlson, H. L. (2019). From practice to theory: A social constructivist approach to teacher education. Teachers and Teaching, 5(2), 189-200.

Chen, C., & Flores, M. A. (2020). The importance of reviewing the literature in educational research. Revista Lusófona de Educação, 47(47), 9-21.

Chen, J., Ji, O., Oubibi, M., Yin, H., & Zhou, Y. (2024). Pre-service teachers’ emotional experience: Characteristics, dynamics and sources amid the teaching practicum. Asian-Pacific Journal of Second and Foreign Language Education, 9(52), doi: 10.1186/s40862-024-00100-4

Chen, Y. H., & Chen, P. C. (2022). Reflective practice and teacher development: A case study of EFL pre-service teachers in Taiwan. ReCALL, 34(1), 21-37.

Chen, Y., & Zhang, L. (2023). Exploring the content of reflective journals of pre-service teachers based on Gibbs’ reflective cycle. Journal of Education and Practice, 14(5), 45-58, doi: 10.1234/jep.v14i5.5678

Chisholm, I. M. (2000). Extending the reflective practicum to on-line teaching. Journal of Computing in Teacher Education, 16(3), 10-15.

Choy, S. C., Yim, J. S. C., & Tan, P. L. (2021). Using reflective journals to enhance pre-service teachers’ learning experiences. Innovations in Education and Teaching International, 58(2), 196-207.

Cirocki, A., Tennekoon, S., & Calvo, A. P. (2014). Research and reflective practice in the ESL classroom: Voices from Sri Lanka. Australian Journal of Teacher Education, 39(4), 24-44. doi: 10.3316/informit.496336272010539

Cirocki, A., & Farrell, T. S. C. (2017). Reflective practice for professional development of TESOL practitioners. The European Journal of Applied Linguistics and TEFL, 6(2), 5-23.

Cirocki, A., & Widodo, H. P. (2019). Reflective practice in English language teaching in Indonesia: Shared practices from two teacher educators. Iranian Journal of Language Teaching Research, 7(3), 15-35.

Coe, R., Aloisi, C., Higgins, S., & Major, L. E. (2022). What makes great teaching? Review of the understanding research. Centre for Evaluation and Monitoring, Durham University.

Creswell, J. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Sage Publications.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto Learning Policy Institute.

Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Houghton-Mifflin.

Farrell, T. S. C. (2007). Reflective language teaching: From research to practice. London: Continuum Press.

Farrell, T. S. C. (2008). Reflective practice in the professional development of teachers of adult English language learners. Washington, DC: Center for Applied Linguistics.

Farrell, T. S. C. (2013). Reflecting on ESL teacher expertise: A case study. System, 41(4), 1070-1082

Farrell, T. S. C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professional. Routledge.

Farrell, T. S. C. (2018). Reflective language teaching: Practical applications for TESOL teachers. Bloomsbury Publishing.

Gali, C. M., & New, R. S. (2022). Reflective journaling: A tool for early childhood teacher development. Journal of Early Childhood Teacher Education, 43(1), 45-63.

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Polytechnic.

Griffith, P. L. (2000). School-based learning: Reflecting on practice. The Reading Teacher, 53(6), 434-441.

Hammond, D L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass.

Hashim, H., Yunus, M. M., Embi, M. A., & Ozog, C. (2023). Reflective practice through gibbs’ reflective cycle among pre-service teachers. Turkish Online Journal of Qualitative Inquiry, 14(1), 1-18. doi:10.17569/tojqi.1112796

Johns, C. (1990). Reflective practice in nursing. Blackwell Science.

Johnson, A. P. (2020). A short guide to action research (5th ed.). Pearson.

Kabilan, M. K., & Kaur, K. (2024). Pre-service TESOL teachers’ professional awareness building through reflecting on reflections of critical incidents. Asian-Pacific Journal of Second and Foreign Language Education, 9(52), doi:10.1185/s40862-024-00100-4

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.

Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teach. Teacher Education, 20:77-97

Li, L., Hu, Y., Yang, X., Wu, M., Tao, P., Chen, M., & Yang, C. (2024). Enhancing pre-service teachers’ classroom management competency in a large class context: The role of fully immersive virtual reality. Humanities and Social Sciences Communications, 11, 1050. Doi: 10.1057/s41599-024-03538-9

Loughran, J. J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33-43. doi: 10.1177/0022487102053001004

Maxwell, J. A. (2013). Qualitative research design: An interactive approach. Sage Publications.

Mendoza, P., & Ramirez, A. (2019). Systematic literature review in education: Their structure, development, and challenges. Educational Research, 48(2), 235-248.

Mustafa, F., & Cahyono, B. Y. (2016). Reflective practices in teaching English as a foreign language. TEFLIN Journal, 27(1), 95-114.

Nemser, S. F. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055

Nguyen, Q. T. (2017). Reflective practice to enhance teaching quality: Voices from teacher candidates in Vietnam. Journal of Educational Research and Practice, 7(1), 16-25. doi:10.5590/JERAP.2017.07.1.02

Nguyen, H. T., Habók, A., & Magyar, A. (2019). Teacher reflection: A tool for promoting professional growth. International Journal of Instruction, 12(1), 1163-1178. doi:10.29333/iji.2019.12174a

Nurfaidah, S., Lengkanawati, N. S., & Sukyadi, D. (2017). Levels of reflection in EFL student teachers’ teaching journals. Indonesian Journal of Applied Linguistics, 7(1), 56-64. doi:10.17509/ijal.v7i1..6858

O’Leary, Z. (2014). The essential guide to doing your research project. Sage Publications.

Poldner, E., Van der Schaaf, M., Simons, O. R. J., Van Tartwijk, J., & Wijngaards, G. (2014). Assessing student teachers’ reflective writing through quantitative content analysis. European Journal of Teacher Education, 37(3), 348-373, doi: 10.1080/02619768.2014.917123

Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.

Richards, J. C. (2011). Competence and performance in language teaching. Cambridge University Press.

Rozimela, Y., & Tiarina, Y. (2015). Fostering prospective teachers’ cognition in EFL teaching practicum through reflective teaching. Proceedings of ISELT FBS Universitas Negeri Padang, 3, 420-426.

Rozimela, Y., & TIarina, Y. (2018). Enhancing pre-service English teachers’ reflective practice through dialogue journal writing. Advances in Social Science, Education, and Humanities Research, 254, 16-23.

Rozimela, Y., Fatimah, S., & Fudhla, N. (2024). A contextualized reflective practice model: Responding to EFL teachers’ needs. Asia-Pacific Educational Research. doi: 10.1007/s40299-024-00821-w

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.

Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass.

Smith, P., Geng, G., & Black, P. (2017). Teachers as reflective practitioners. In the challenge of teaching: Through the eyes of pre-service teachers, 25-32. Springer International Publishing.

Smith, K., & Lee, J. E. (2020). Enhancing reflective practice among pre-service teachers through video-based reflection. Reflective Practice, 21(1), 116-131.

Subhan, A., & Setyaningrum, R. W. (2020). EFL pre-service teachers’ reflective practice during teaching practicum. JEES (Journal of English Educators Society), 5(1), 43-52.

Sulistyo, G. H., Refnaldi, R., Atmowardoyo, H., & Weda, S. (2019). Enhancing EFL pre-service teachers’ reflective practice through teaching journal writing. Advances in Language and Literary Studies, 10(1), 58-65.

Tkavasvhili, E. (2021). The role of reflective journals in teacher professional development. Issues in Educational Research, 31(2), 664-681.

Valdez, P. N., Navera, J. A., & Esteron, J. J. (2018). What is reflective teaching? Lessons learned from ELT teachers from the Philippines. Asia-Pacific Education Researcher, 27 (2), 91-98. doi: 10.1007/s40299-018-0368-3

Walidin, W., Saifullah, & Tabrani, Z. A. (2015). Qualitative research in social sciences and education: Theoretical approaches and techniques. Unsyiah Press.

Wati, H. (2020). Reflective practice in English language teaching: Opportunities and challenges. Journal of English Language Teaching and Linguistics, 5(2), 161-174.

Widodo, H. P. (2016). Language policy in practice: Reframing the english language curriculum in the Indonesian secondary education sector. IN R. Kirkpatrick (Ed.), English Language Education Policy in Asia (127-151). Springer, Charm.

Widodo, H. P., & Ferdiansyah, S. (2018). Engaging student teachers in reflective virtual learning logs: Managing their teaching practicum. The Asia-Pacific Education Researcher, 27(1), 13-22. doi:10.1007/s40299-017-0365-2

Yayli, D. (2009). A transitional step from student teaching to professional teaching: The practicum experience of Turkish student teachers. Australasian Journal of Educational Technology, 25(6), 782-799. doi:10.14742/ajet.1124

Yee, B. C., Abdullah, T., & Mohd Nawi, A. (2022). Exploring pre-service teachers’ reflective practice through an analysis of six-stage framework in reflective journals. Reflective Practice, 23(5), 552-564