REFLECTIVE TEACHING IN THE ENGLISH TEACHING AND LEARNING PROCESS AT SMA NEGERI 5 KENDARI (A CASE STUDY)
Abstract
The purpose of this study was to describe reflective teaching in the English Teaching and Learning process at SMA Negeri 5 Kendari. This study was a qualitative research with case study as the method of the study. The data were collected through questionnaire, interview, and observation while the data sources were taken from English teachers of SMA Negeri 5 Kendari that participate in this study. The result of the study indicated that the teacher was applying reflective teaching by using some strategies of reflective teaching. The teacher understood how they defined reflective teaching and recognized the importance of being reflective teacher. The teachers practiced reflective teaching by using some strategies of reflective teaching as suggested by Richards and Lockhart (1996). Lesson report, video recording, observation, action research, and students’ feedback were strategies of reflective teaching that practiced by the teacher in this study. Moreover, based on the analysis of questionnaire and interview, teachers stated the importance of being reflective were teacher learnt new things while teaching; teacher learnt from his/her own experiences as a learner and teacher; they developed their teaching skills and continuously improve their knowledge. Hence, teachers realized learning situation in the classroom while it was boring or not. However, in doing reflective teaching, they had some difficulties such as lack of time and heavy workloads. On the other hand, in doing peer observation, they got difficulties in encouraging their colleagues who lacked of readiness and focus of being reflective.
Keywords
Full Text:
PDFReferences
Al-Ahdal, A. A. and Al-Awaid, S. A. (2014). Reflective Teaching and Language Teacher Education Programmes: A Milestone in Yeman and Saudi Arabia. Journal of Language teaching and Research, 5 (4), 759-768.
Al-Kalbani, U. (2007). Encouraging Teachers to be Reflective: Advantages, Obstacles, and Limitations. School of Linguistics and Applied Language Studies. Carleton University. Ontorio, Canada: Unpublished Thesis.
Ballard, K. K. (2006). Using Van Manen’s Model to Asses Levels of Reflectivity among Preservice Physical Education Teachers. Texas A&M University: Unpublished Dissertation.
Bartlett, L. (1990). Teacher Development through reflective Teaching. in J.C. Richards, and D. Nunan (Eds.), Second Language Teacher Education. New York: Cambridge University Press.
Burns, A. (2011). Doing Action Research in English Language Teaching: A guide for Practitioners. New York: Routledge.
Cimer, A., Cimer, S. O. and Vekli, G. Z. (2013). How Does Reflection Help Teachers to Become Effective Teachers? International Journal Education Research, 1(4), 133-149.
Cimer, S. O. and Palic, G. (2012). Teachers’ Perceptions and Practices of Reflections. International Journal of Educational Research and Technology, 3(1), 52-60.
Elder, L. and Paul, R. (1994). Critical Thinking: Why We Must Transform Our Teaching. Journal of Developmental Education. Fall 34-35.
Eraut, M. (1995). Schon and Shock: A Case for Refraining Reflection-In-Action. Teachers and Teaching: Theory and Practice, 1(1), 9-22.
Farrel, T. S. C. (2001). Tailoring Reflection to Individual Needs: A TESOL Case Study. Journal of Education for Teaching. 27(1).
Gay, L. R., Mills, G. E. and Airasian, P. W. (2011). Educational Research: Competencies for Analysis and Applications, 10th Edition. New Jersey: Pearson.
Lee, H. J. (2005). Understanding and Assessing Pre-Service Teachers’ Reflective Thinking. Teaching and Teacher Education, 21, 699-715.
Liu, L. and Zhang, Y. (2014). Enhancing Teachers’ Professional Development through Reflective Teaching. Theory and Practice in Language Studies. 4(11), 2396-2401.
Loughran, J. (1996). Developing Reflective Practice: Learning about Teaching and Learning through Modeling. London: Falmer Press.
Meijer, P. C., Verloop, N. and Beijaard, D. (2001). Similarities and Differences in Teachers’ Practical Knowledge about Teaching Reading Comprehension. The Journal of Educational Research, 93(3), 171-184.
Osterman, K. F. and Kottkamp, R. B. (1993). Reflective Practice for Educators: Improving Schooling through Professional Development. California: Corwin Press.
Pollard, A. and Tann, S. (1993). Reflective Teaching and Competence. In A. Pollard and S. Tann (Eds.), Reflective Teaching in the Primary School: A Handbook for the Classroom. London: Cassel.
Qing, X. (2009). Reflective Teaching – an Effective Path for EFL Teachers’ Professional Development. Canadian Social Science, 5(2), 35-40.
Richards, J. C. and Farrel, T. S. (2005). Professional Development for Language Teachers. New York: Cambridge University Press.
Richards, J. C. and Lockhart, C. (1996). Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press.
Silver, F. (2015). What Skills Knowledge & Experience Are Needed to Become a Teacher? http://work.chron.com/skills-knowledge-experiences-needed-become-teacher-14030.html
Taggart, G. L. and Wilson, A. P. (2005). Becoming a Reflective Teacher. In G. L. Taggart and A. P. Wilson, (Eds.), Promoting Reflective Thinking in Teachers: 50 Action Strategies (1-10). California: Corwin Press.
Wallace, M. J. (1991). Training Foreign Language Teachers: A Reflective Approach. Cambridge: Cambridge University Press.
Wu, J. and Wu, Y. (2014). A Research of College English Reflective Teaching in China. Theory and Practice in Language Studies, 4(11), 2366-2372.
Zeichner, K. and Liston, D. 1996. Reflective Teaching. New Jersey: Lawrence Elbaum Associates Inc.
Refbacks
- There are currently no refbacks.
Copyright (c) 2017 Proceedings of ISELT FBS Universitas Negeri Padang
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
This Proceedings is Currently indexed by:
Google ScholarThe Proceedings of International Seminar on English Language and Teaching is registered at LIPI
