TEACHERS” REFLECTIVE TEACHING PRACTICE IN EFL INSTRUCTION

SHOLEKHUDIN, 12510184029 (2020) TEACHERS” REFLECTIVE TEACHING PRACTICE IN EFL INSTRUCTION. [ Thesis ]

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Abstract

Sholekhudin, Registered Student Number 12510184029.2020. Teachers’ Reflective Teaching Practice in EFL Instruction. Thesis. English Education Department. Magister Program. State Islamic Institute (IAIN) of Tulungagung. Advisors: Dr. Susanto, S.S., M.Pd. and Dr. Ida Isnawati, M.Pd. Key words: Reflective teaching, EFL Instruction Teaching is a series of activities that is conducted to facilitate students to learn better. Reflective teaching is a part of teaching practice that is important to do. It is an activity to reflect teachers’ teaching activities. The ability to conduct reflective teaching enables every teacher to improve the quality of teaching. The present study was done to investigate the teachers’ perception and the way they conducted reflective teaching in their EFL instruction. The formulation of research questions were (a)How do the EFL teachers perceive reflective teaching? (b)How do the EFL teachers conduct pedagogical reflection? The present study employed ethnography study design with qualitative approach. The study involved two English teachers who were selected based on the predetermined criteria. The data of the study were in the form of statements stated by the subjects of the study and they were collected by employing depth interview. The data were analyzed using data analysis procedures proposed by Spradley (1980) covering domain analysis, taxonomy analysis, componential analysis and cultural theme analysis. The trustworthiness of the data was checked using credibility, transferability, conformability, and dependability. The results of data analysis revealed that (1) the Subjects of the study had positive perception on reflective teaching. They viewed that reflective practice was important to do for it was contributive to enhance students’ learning. They showed their insights about reflective teaching, in defining reflective teaching, determining the time to conduct reflective teaching, exploring the relation between reflective teaching with teaching activity, explaining the philosophy behind reflective teaching, and elaborating the contribution of reflective teaching, (2) In conducting pedagogical reflective activities, the Subjects of the study conducted two procedures: (a) identifying the problems (using three tools: inviting students’ feedback, making journal of teaching, and asking their colleagues to observe their teaching). The use of the three tools were intended to get sufficient information about their teaching activities to do a comprehensive reflective practice, (b) determining solution of the problems (using eight components of pedagogical reflective practice proposed by Larrivee (2004): (a) They sought ways to connect new concepts to students’ prior knowledge, (b) They analyze the impact of task structures: grouping students, (c) They recognized the classroom complexity, (d) They searched ways or strategies to deepen students’ understanding, (e) They identified alternative ways of representing ideas and concepts to students, (f) They acknowledged the gap between what is being accomplished and what needs to be accomplished, (g) They adjusted methods and strategies based on students’ performance, and (h) They strived to enhance learning for all students. On the basis of the findings of the study, it is suggested for other English teachers to conduct reflective teaching comprehensively for reflective teaching is contributive to enhance students’ learning. Meanwhile, the future researchers are suggested to conduct similar study focusing on how reflective teaching stimulates and makes students learning better.

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