Self-Reflection Journal in Action: A Case in English Syntax Class in Higher Education
DOI:
https://doi.org/10.23887/ijerr.v7i2.76288Keywords:
English Syntax, Higher Education, Pre-service Teachers, Self-Reflection JournalAbstract
Students' linguistics knowledge, especially on sentence structure, is urgently needed for English Pre-Service teachers as an essential skill. However, English pre-service teachers in a private university in West Kalimantan faced various challenges in learning it. The present study aims to analyze self-reflection journal realization and students' views in English Syntax courses in higher education. This study included 20 English Pre-Service teachers from semester 5 who were enrolled in two classes of the English Syntax course. It utilized a qualitative method and a case study approach. The purposive sampling method was employed to select representative and communicative participants. They wrote self-reflection journals on three topics in the English Syntax syllabus. The result showed that self-reflection journals were useful for the students in evaluating their progress on each topic. Self-reflection journals triggered the students' self-awareness and self-development, which benefited the teaching and learning process. According to the students, they were delighted to evaluate their process and find a new solution for their future learning strategy. Moreover, the present study might provide a new paradigm for the use of self-reflection journals in English Syntax courses other than Writing skills. Future research is recommended to develop the self-reflection journal instrument to gain a more authentic reflection entry.
References
Agustin, A. (2019). Reflective Journal as a Self-Directed and Sustainable Professional Development Tool for Pre-Service Teachers: A Case Study in English Language Education Study Program. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 9(2). https://doi.org/10.24246/j.js.2019.v9.i2.p103-110.
Agustini, K., Santyadiputra, G. S., & Sugihartini, N. (2020). Visualizing the stages of the educational research methodology into animation infographics for vocational students. Jurnal Pendidikan Vokasi, 9(3), 317–327. https://doi.org/10.21831/jpv.v9i3.22017.
Akbar, M. J., & Ahmad, M. (2017). Problems in Teaching Grammar to English Learners at Secondary Level. Asian Innovative Journal of Social Sciences and Humanities, 1(1). https://aijssh.org/index.php/aijssh/article/view/5.
Aldosari, M., Heydarnejad, T., Hashemifardnia, A., & Abdalgane, M. (2023). The interplay among self-assessment, using refection for assessment, classroom enjoyment, and immunity: into prospects of efective language learning. Language Testing in Asia, 13(1), 1–20. https://doi.org/https://doi.org/10.1186/s40468-022-00213-1.
Alt, D., Raichel, N., & Naamati-Schneider, L. (2022). Higher Education Students’ Reflective Journal Writing and Lifelong Learning Skills: Insights From an Exploratory Sequential Study. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.707168.
Andrade, H. L. (2019). A Critical Review of Research on Student Self-Assessment. Frontiers in Education, 4(August), 1–13. https://doi.org/10.3389/feduc.2019.00087.
Apsari, Y. (2018). Reflective Reading Journal In Teaching Writing. Indonesian EFL Journal, 4(2). https://doi.org/10.25134/ieflj.v4i2.1374.
Bosica, J., Pyper, J. S., & MacGregor, S. (2021). Incorporating problem-based learning in a secondary school mathematics preservice teacher education course. Teaching and Teacher Education, 102, 103335. https://doi.org/10.1016/j.tate.2021.103335.
Cheng, G. (2017). The impact of online automated feedback on students’ reflective journal writing in an EFL course. Internet and Higher Education, 34. https://doi.org/10.1016/j.iheduc.2017.04.002.
Coertjens, L., Lesterhuis, M., De Winter, B. Y., Goossens, M., De Maeyer, S., & Michels, N. R. M. (2021). Improving Self-Reflection Assessment Practices: Comparative Judgment as an Alternative to Rubrics. Teaching and Learning in Medicine, 33(5). https://doi.org/10.1080/10401334.2021.1877709.
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
Dutta, S., He, M., & Tsang, D. C. W. (2023). Reflection and peer assessment to promote self-directed learning in higher education. Journal of Educational Research and Reviews, 11(3), 35–46. https://doi.org/https:10.33495/jerr_v11i3.23.111.
Ekundayo, O. O. S. (2021). Bombast Bombardment and Dense Syntax versus Effective Communication and Language Teaching in ESL Settings: Nigerian English Examples. Colombian Applied Linguistics Journal, 23(2), 229–242. https://doi.org/10.14483/22487085.16161.
Eriksen, M., Collins, S., Finocchio, B., & Oakley, J. (2020). Developing Students’ Coaching Ability Through Peer Coaching. Journal of Management Education, 44(1). https://doi.org/10.1177/1052562919858645.
Hennessy, S., D’Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M., & Zubairi, A. (2022). Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review. Computers and Education Open, 3(February), 100080.1-32. https://doi.org/10.1016/j.caeo.2022.100080.
Iqbal, M. Z., Ramzan, M., & Arain, A. A. (2016). Students’ Feedback: A Stimulus Reflective Practice for Professional Development of the Prospective Teachers. Journal of Research and Reflections in Education, 10(1). https://ue.edu.pk/jrre/articles/101006.pdf.
Jamil, F. M., & Hamre, B. K. (2018). Teacher Reflection in the Context of an Online Professional Development Course: Applying Principles of Cognitive Science to Promote Teacher Learning. Action in Teacher Education, 40(2). https://doi.org/10.1080/01626620.2018.1424051.
Jarvis, M. A., & Baloyi, O. B. (2020). Scaffolding in reflective journaling: A means to develop higher order thinking skills in undergraduate learners. International Journal of Africa Nursing Sciences, 12. https://doi.org/10.1016/j.ijans.2020.100195.
Karlinawati, E. (2014). A self-reflection in developing teaching performance at the classroom for English foreign language (EFL) teachers. Leksika, 8(2), 27–32. http://jurnalnasional.ump.ac.id/index.php/LEKSIKA/article/view/100.
Lesmana, N., & Rokhyati, U. (2020). The Implementation of Doing Self-Assessment in Higher Education. Journal of English Language Studies, 5(1). https://doi.org/10.30870/jels.v5i1.7210.
Mathew, P., Mathew, P., & Peechattu, P. J. (2017). Reflective practices: A means to teacher development. Asia Pacific Journal of Contemporary Education and Communication Technology, 3(1), 126–131. https://www.academia.edu/download/63819236/13_APJCECT_Feb_BRR798_EDU-126-13120200703-3611-awpbi1.pdf.
Matthew B.Miles, A.Michael Huberman, J. S. (2014). Qualitative Data Analysis A Metthods Sourcesbook (Vol. 30, Issue 25).
May-Melendez, R., Balderas-Garza, M., Alcocer-Vazquez, E., & Quijano-Zavala, G. (2019). Reflective Journal: The Learners’ Perspective in Formal Instruction. European Scientific Journal ESJ, 15(10). https://doi.org/10.19044/esj.2019.v15n10p252.
Merç, A. (2015). The Potential of General Classroom Observation: Turkish EFL Teachers’ Perceptions, Sentiments, and Readiness for Action. Journal of Education and Training Studies, 3(4). https://doi.org/10.11114/jets.v3i4.821.
Oktama, M. Y., Fauziati, E., & Rochsantiningsih, D. (2023). Examining Indonesian EFL pre-service teachers’ Quality of reflective practice through their reflective journals. Al-Ishlah: Jurnal Pendidikan, 15(1), 565–574. https://doi.org/10.35445/alishlah.v15i1.2601.
Ölçü Dinçer, Z. (2022). What is Grammar for Pre-service English Teachers? Entrance and Exit Level Beliefs. Focus on ELT Journal. https://doi.org/10.14744/felt.2022.4.1.5.
Paputungan, F. M., Helingo, A., & Rahmah, I. Y. (2022). An Analysis on Students’ Difficulties in Intermediate English Grammar Course. Jornal of English Teaching and Linguistic Issues, 1(1). https://doi.org/10.58194/jetli.v1i1.59.
Parveen, K., Tran, P. Q. B., Alghamdi, A. A., Namaziandost, E., Aslam, S., & Xiaowei, T. (2022). Identifying the Leadership Challenges of K-12 Public Schools During COVID-19 Disruption: A Systematic Literature Review. In Frontiers in Psychology (Vol. 13). https://doi.org/10.3389/fpsyg.2022.875646.
Peñaflorida, A. H. (2011). Nontraditional Forms of Assessment and Response to Student Writing: A Step Toward Learner Autonomy. In Methodology in Language Teaching. https://doi.org/10.1017/cbo9780511667190.049.
Puspitaloka, N. (2019). The Effects of Grammar Mastery and Critical Thinking towards Student’s Descriptive Writing Skill. ELT in Focus, 2(1). https://doi.org/10.35706/eltinfc.v2i1.2024.
Putri, D. D., . M., & Damayanti, I. (2017). Descriptive Study Of Grammar Learning Applied By Students Of English Diploma III Study Program On Their Personality Types. Journal of English Education and Teaching, 1(1). https://doi.org/10.33369/jeet.1.1.74-85.
Ramdayani, Z., Kadir, S. A., Zuhairi, A., & Suhartoyo, E. (2020). The study of learning strategies used by Indonesian EFL learners in learning english grammar. Jurnal Pendidikan, Penelitian Dan Pembelajaran, 15(28). https://jim.unisma.ac.id/index.php/jp3/article/view/7487.
Rhodes, J., & Brook, C. (2021). Reflective journaling and WhatsApping as part of a management degree apprentice’s action learning practice. Action Learning: Research and Practice, 18(1). https://doi.org/10.1080/14767333.2021.1869188.
Ruslin, Syaifa, N., Aini, Z., & Faqihudin, D. (2022). Self-reflection of EFL teachers in improving the quality of teaching speaking skills. Prosiding Pendidikan Dan Pembelajaran Berbasis Multidisciplinary Di Era Society 5.0, 12–17. https://www.researchgate.net/profile/Ruslin-Ruslin/publication/362532319.
Siahaan, J., Ping, M. T., Aridah, A., & Asih, Y. U. (2021). The Effect of Reflective Journal Authentic Assessment on Students’ Writing Competence and Motivation. Educational Studies: Conference Series, 1(1). https://doi.org/10.30872/escs.v1i1.866.
Sudirman, A., Gemilang, A. V., & Kristanto, T. M. A. (2021). The power of reflective journal writing for university students from the efl perspective. Studies in English Language and Education, 8(3). https://doi.org/10.24815/siele.v8i3.19105.
Syafryadin, Lis Sujarwati, & Dedy Sofyan. (2022). English Learning Grammar Strategies: Achievement, Obstacles, and Solution. ELTIN JOURNAL: Journal of English Language Teaching in Indonesia, 10(2). https://doi.org/10.22460/eltin.v10i2.p166-173.
Tosriadi, A., A., & Marmanto, S. (2018). In-Service EFL Teachers’ Experiences of Conducting Reflective Practice As Continuing Professional Development. International Journal of Language Education, 2(2), 52–64. https://doi.org/10.26858/ijole.v2i2.6208.
Wati, S. O., & Wahyuni, I. (2019). the Contribution of Grammar Mastery Towards Students Writing Thesis Proposal At Stkip Ydb Lubuk Alung. Proceeding IAIN Batusangkar, 3(1). http://arbitrer.fib.unand.ac.id/index.php/arbitrer/article/view/114.
Wicaksono, V. D., Budiyono, B., & Supriyono, S. (2020). Reflective Journal Development As Self-Assessment. EDUTEC : Journal of Education And Technology, 4(2). https://doi.org/10.29062/edu.v4i2.114.
Xiaojing, X., Badakhshan, E., & Fathi, J. (2022). Exploring Teacher Reflection in the English as a Foreign Language Context: Testing Factor Structure and Measurement Invariance. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.828901.
Zhou, Z. (2017). The Investigation of the English Grammar Learning Strategy of High School Students in China. Theory and Practice in Language Studies, 7(12). https://doi.org/10.17507/tpls.0712.11.
Zulfikar, T., & Mujiburrahman. (2018). Understanding Own Teaching: Becoming Reflective Teachers Through Reflective Journals. International and Multidisciplinary Perspectives, 19(1). https://doi.org/10.1080/14623943.2017.1295933.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Monika Widyastuti Surtikanti, Kunto Nurcahyoko, Antonius Setyawan Sugeng Nur Agung
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Indonesian Journal of Educational Research and Review (IJERR) agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
