REFLECTIVE TEACHING IN THE ENGLISH TEACHING AND LEARNING PROCESS AT SMA NEGERI 5 KENDARI

The purpose of this study was to investigate reflective teaching in the English Teaching and Learning process at SMA Negeri 5 Kendari. This was a qualitative research with a case study as the method of the study. The data were collected through questionnaire, interview, and observation while the data sources were five English teachers of SMA Negeri 5 Kendari. The result of the study showed that the teachers applied reflective teaching by using some strategies of reflective teaching, namely video recording, observation, action research, students’ feedback, and joined workshop. The next finding showed that the teachers understood how to define reflective teaching and recognize the importance of being reflective in teaching are: the teachers learnt new things while teaching; the teachers learnt from their own experiences as learners and as teachers; and the teachers developed their teaching skills and continuously improved their knowledge. The last finding showed that in doing reflective teaching, the teachers had some difficulties such as lack of time because they had workloads to be done outside of teaching hours in the classroom. The teachers got difficulties in encouraging their colleagues who lacked of readiness and focus of being reflective

THE MOVES AND STEPS IN THE LITERATURE REVIEW AND DISCUSSION SECTIONS IN THE FOUR MASTER’S DEGREE THESES

The purpose of this research was to identify moves and steps in the Literature Review and Findings / Discussion chapter of four Master’s Degree theses namely JA, LY, ML, and MM. In analyzing the moves and steps in the Literature Review (LR) and Discussion in this research, the researchers used two kinds of framework namely Kwan (2006) framework and Yang Allison (2003) framework. Kwan framework was used to analyze the moves and steps in the Literature Review, while Yang Alison’s framework was used to analyze moves and steps in the Discussion chapter. It was found that the most frequently used in the LR was Move 1 (Establishing one of the territory of one’s own research), Strategy A (surveying the non-research-related phenomena or knowledge claims) included definition or explanations of terminology, constructs and theories. The authors of four Master Degree’s theses used Move 1 to present the theories and definition of terms. Then, in the Findings/Discussions, the most frequently used is Move 2 (Reporting Result). The authors used Move 2 in presenting the results of their study (research)

REFLECTIVE TEACHING IN THE ENGLISH TEACHING AND LEARNING PROCESS AT SMA NEGERI 5 KENDARI (A CASE STUDY)

Tujuan dari penelitian ini adalah untuk menginvestigasi pengajaran refleksi dalam proses belajar mengajar di SMA Negeri 5 Kendari. Sebuah penelitian kualitatif dengan studi kasus sebagai metode penelitian digunakan dalam penelitian ini. Data dikumpulkan melalui penyebaran angket, wawancara, dan observasi sedangkan sumber data adalah lima orang guru di SMA Negeri yang berpartisipasi dalam penelitian ini sejak 4 Januari – 19 Februari 2016. Observasi awal dilakukan pada bulan Mei 2016. Hasil dari penelitian ini menunjukan bahwa guru-guru telah mengaplikasikan pengajaran refleksi dengan menggunakan beberapa strategi dari pengajaran refleksi seperti merekam video, observasi, penelitian tindakan, umpan balik terhadap siswa, dan mengikuti lokakarya. Hasil penemuan berikutnya menunjukan bahwa para guru telah memahami bagaimana mendefinisikan pengajaran refleksi dan menyadari pentingnya menjadi guru yang melakukan refleksi dalam pengajaran seperti guru belajar hal-hal baru saat mengajar; guru belajar dari pengalaman mereka sendiri sebagai pelajar dan sebagai guru; dan guru dapat mengembangkan keterampilan mengajar mereka dan terus meningkatkan ilmu pengetahuan mereka. Hasil penemuan terakhir menunjukan bahwa dalam melakukan pengajaran refleksi guru mengalami beberapa kesulitan seperti kurangnya waktu karena mereka memiliki beban kerja yang harus dilakukan di luar jam mengajar di kelas. Guru mendapat kesulitan-kesulitan dalam mendorong rekan-rekan mereka yang tidak memiliki kesiapan dan fokus dalam melakukan pengajaran refleksi