Reflective Thinking Practice: An Analysis of English Teachers’ Perception during Online Learning in SMPS Laboratorium Undiksha

Anggi Natalia Sugita

Abstract


This study is aimed to analyze the English teachers’ level of reflective thinking practice during online learning. This is a qualitative descriptive research in which the findings of the study was interpreted in detail and descriptively to get a deeper understanding about teachers’ reflective thinking practice. The subjects of this study were three English teachers who were conducting online learning in SMPS Laboratorium Undiksha, located in Buleleng Regency. Self-rated questionnaire and interview guide were used as the instruments of this study. The findings of the study indicated that the English teachers were categorized as advanced level of teachers, where they tend to utilize the four skills of reflective thinking towards their teaching, i.e. lifelong learning skill, self-assess ability, ability of self-belief, and teaching awareness. Teachers perceived that it was necessary for them to find the most effective strategies to teach the students for future improvement of their teaching. They apprehended that they recognized their strengths and weaknesses in teaching, and believed that they could take care of their needs as teachers in improving the quality of their teaching. Lastly, the teachers tried to think about what they taught to the students in terms of their own area of discipline so they could conduct the learning process regarding to the students’ needs. However, as this research is limited in term of its method of data collection, further research needs to be conducted in order to observe how teachers reflect on their teaching and learning process. 


References


Adadan, E., & Oner, D. (2018). Examining preservice teachers’ reflective thinking skills in the context of web-based portfolios: the role of metacognitive awareness. Australian Journal of Teacher Education, 43(11), 26–50. https://doi.org/10.14221/ajte.2018v43n11.2

Barak, L. O. (2007). When theory meets practice: what student teachers learn from guided reflection from their own classroom discourse. Teaching and Teacher Education, 957–969.

Bolukbas, F. (2004). Yansitici ogretimin ilkogretim ikinci kademe ogrencilerinin turkce dersine yonelik tutum ve. Unpublished Doctoral Dissertation, Dokuz Eylul Universitesi Egitim Bilimleri Enstitusu, Izmir.

Bransford, J. D. H. (2005). Preparing teachers for a changing world: what teachers should learn and be able to. CA: Jossey-Bass.

Chee Choy, S., Lee, M. Y., & Sedhu, D. S. (2019). Reflective thinking among teachers: development and preliminary validation of reflective thinking for teachers questionnaire. Alberta Journal of Educational Research, 65(1), 37–50.

Choy, C., & Oo, P. S. (2012). Reflective thinking and teaching practices: a precursor for incorporating critical thinking into the classroom? International Journal of Instruction, 5(1), 167–182.

Choy, S. C., & Oo, P. S. (2012). Reflective thinking and teaching practices: a precusor for incorporating critical thinking into the classroom? International Journal of Instruction, 5(1), 168–182.

Choy, S. C., Yim, J. S. C., & Tan, P. L. (2017). Reflective thinking among preservice teachers: a malaysian perspective. Issues in Educational Research, 27(2), 234–251.

Dewey, J. (1933). How we think. Boston: D.C. DEATH & CO.

Duban, N., & Yelken, Y. T. (2010). Ogretmen adaylarinin yansitici dusunme egilimleri ve yansitici ogretmen ozellikleriyle ilgili golusleri. Cukurova University Jpurnal of Social Science Institute, 343–360.

Hamilton, S. (2005). Development in reflective thinking. Abstract retrieved May 25, 2008, from http://www.reap.ac.uk/rea[07/portals/2/csl/trydy%20banta/Development_in_Reflection_Thinking.pdf

Hoban, G. (1997). Learning to learn in the context of a science methods course. in J.J. loughran & T. russell (eds), teaching about teaching: purpose, passion, and pedagogy in teacher education. The Falmer Press.

Kano, D. ., Ayana, D. ., & Chali, G. . (2017). Practices and challenges on reflective teaching: an investigation of second cycle primary school (5-8) efl teachers’ in south west cluster zone of oromiya reginal state. International Journal of Sciences: Basic and Applied Research, 33(02), 225–247.

Kellum, K. (2009). Structured reflecting teams in group supervision: a qualitative study with school counseling interns. Unpublished Doctoral Dissertation, Graduate College of the University of Lowa, Lowa.

Korthagen, F. K. (2001). Linking practice and theory: the pedagogy of realistic teacher education. Mahwah: Lawrence Erlbaum Associates.

Lan, W., & Lam, R. (2020). Exploring an efl teacher’s beliefs and practices in teaching topical debates in mainland China. Iranian Journal of Language Teaching Research, 8(1), 25–44.

Malatji, K. S., & Wadesango, N. (2014). Self-reflection as a tool to improve teaching practice: the practice and the timing of self-reflection by primary schools teachers in the mankweng circuit, capricorn district. Journal of Social Sciences, 41(3), 375–383. https://doi.org/10.1080/09718923.2014.11893372

Mathew, P., & Prince, J. P. (2017). Reflective practices: a means to teacher development. Asia Pasific Journal of Contempory Education and Communication Technology, 3(01), 126–131.

Meierdirk, C. (2016). Is reflective practice as essential component of becoming a professional teacher? International and Multidisciplinary Perspective, 17(3), 369–378.

Ratminingsih, N. ., Artini, L. ., & Padmadewi, N. . (2017). Incorporating self and peer assessment in reflective teaching practices. International Journal of Instruction, 10(04), 165–184.

Rodgers, C. (2002). Defining reflection: another look at john dewey and reflective thinking. Teachers College Records, 26. 842–866. https://doi.ord/10.1111/1467-9620.00181

Rogers, R. (2001). Reflection in higher education: a concept analysis. Innovative Higher Education, 26 (01) 37–57.

Rudd, R. D. (2007). Defining critical thinking. Techniques, 54 (01), 46–49.

Salido, A., & Dasari, D. (2019). The analysis of students’ reflective thinking ability viewed by students’ mathematical ability at senior high school. Journal of Physics: Conference Series, 1157(2). https://doi.org/10.1088/1742-6596/1157/2/022121

Sandelowski, M. (2000). Whatever happened to qualitative description? Research in Nursing Health, 23 (04), 334–340.

Saric, M., & Steh, B. (2017). Critical reflection in the profesional development of teachers: challenges and posibilities. CEPS Journal, 7(03), 67–85.

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

Sellars, M. (2012). Teachers and change: the role of reflective practice. Procedia - Social and Behavioral Sciences, 55, 461–469.

Sellars, Maura. (2012). Teachers and Change: The Role of Reflective Practice. Procedia - Social and Behavioral Sciences, 55, 461–469. https://doi.org/10.1016/j.sbspro.2012.09.525

Semerci, C. (2007). Developing a reflective thinking tendency scale for teachers and student teachers. Educational Science: Theory and Practice, 7 (03) 1351–1377.

Shalabi, M. ., Sameem, M., & Almuqati, A. . (2018). Reflecting teaching as a practical approach. Journal of Literature, Language, and Linguistics, 43, 40–48.

Slade, M. ., Burnham, T. ., Catalana, S. ., & Waters, T. (2019). The impact of reflective practice on teacher candidates’ learning. International Journal for the Scholarship of Teaching and Learning, 13(02), 1–8.

Sugiyono. (2015). Metode penelitian kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.

Töman, U. (2017). Investigation to improve the process of pre-service teachers’ reflective thinking skills through an action research. Universal Journal of Educational Research, 5(9), 1535–1548. https://doi.org/10.13189/ujer.2017.050911

Williams, M., & Burden, R. L. (1997). Psychology for language learners. Cambridge: Cambridge University Press.

Yesilbursa, A. (2011). Reflection at the interface of theory and practice: an analysis of pre-service english language teachers’ written reflection. Australian Journal of Teacher Education, 36 (03) 104–116.

Yildirim, T. (2017). An examination of geography teachers' reflective thinking tendencies. Australian Journal of Teacher Education, 6(6), 78-90. https://doi.org/10.5430/ijhe.v6n6p78




DOI: http://dx.doi.org/10.23887/jpbi.v9i2.33578

Article Metrics

Abstract view : 239 times

Refbacks

  • There are currently no refbacks.



Jurnal Pendidikan Bahasa Inggris Undiksha (JPBI) indexed by:

 Crossref  Akreditasi SINTA




Creative Commons License

Jurnal Pendidikan Bahasa Inggris Undiksha is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal ini diterbitkan oleh :



Universitas Pendidikan Ganesha


Creative Commons License

Jurnal Pendidikan Bahasa Inggris Undiksha is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.