Article Sidebar

Submitted
Oct 31, 2019
Published
Oct 31, 2019
Download
PDF
Statistic
Read Counter : 487 Download : 589

Main Article Content

Abstract

Teacher reflection has been part of continuous teachers’ development. Yet, in reality, only a few teachers conduct such self-reflection processes to improve their professional performance during the teaching learning process. This study aimed to know (1) the practice of MIN English teachers through teaching learning process; (2) the reflective practice of MIN teachers in order to improve their professionalism. This study belongs to qualitative descriptive as it describes data of the MIN teachers’ practice and their reflective practice through teaching learning process. The study result showed that (1) the MIN English teachers conducted teaching learning process by applying adequate three learning activities namely Introduction Activity, Main Activity, and Closing Activity along with the supported activities; (2) There are 3 types of reflective practice done by MIN English teachers through teaching learning process namely (a) the use of learning media; (b) the addition of exercise score; and (c) the changing of exercise content.

Keywords

Teaching Learning Process, Reflective Practice, Professionalism Development

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

How to Cite
Rahmat, H., & Najamuddin. (2019). The Practice of MIN English Teachers through Teaching Learning Process and their Reflective Practice to Develop Professionalism. ELITE JOURNAL, 1(1), 13-22. Retrieved from https://elitejournal.org/index.php/ELITE/article/view/8

References

  1. Arsyad, A. (2011). Media pembelajaran. Jakarta: PT. Rajagrafindo Persada.
  2. Arikunto, S. (1993). Manajemen pengajaran, Jakarta: Rineka Cipta
  3. Deff, A. (1968). Teach English. British: Cambridge University Press.
  4. Beijaard, D.; Meijer, P. C.; & Verloop, N. (2004). Reconsidering research on teachers' professional identity, Teacher and Teacher Education, Volume 20, Nomor 2, 2004, 107-128.
  5. Rahman, B. (2014). Refleksi diri dan peningkatan profesionalisme guru. Jurnal Pedagogia. Vol. 1 Tahun 2014. FKIP UNS.
  6. Bowman, B. Self-Reflection as an element of professionalism. (1989). The Teachers College Record, 90(3), 444-451..
  7. Cameron, L. (2003). Teaching languages to young learners. Cambridge: Cambridge University Press.
  8. Efendi, M. (2009). Kurikulum dan pembelajaran: pengantar ke arah pemahaman KBK, KTSP, dan SBI. Malang: Malang State University.
  9. Hamalik, O. (2002). Pendidikan guru berdasarkan pendekatan kompetensi. Jakarta: Bumi Aksara.
  10. Harmer, J. (2007). The practice of English language teaching. Essex: Pearson Education Limited. 4th edition.
  11. Harsono dan Sofyan Arif. (2010). Pengembangan profesionalisme guru. Surakarta: FKIP-UMS.
  12. Hawanti, S. (2014). Implementing Indonesia’s English language teaching policy in primary schools: The role of teachers’ knowledge and beliefs. International Journal of Pedagogies and Learning. Volume 9, Issue 2, December 2014.
  13. Howard, T.C. (2003). Culturally relevant pedagogy: Ingredients for critical teacher reflection. Theory into Practice; Summer 2003; 42, 3.
  14. Korthagen, F., & Vasalos, (2005). A. levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching, 11(1), 47-71.
  15. Kothari, C.R. (2004). Research methodology, method and technique, New Delhi; New Age International (P) Ltd., Publishers. 2nd revised edition.
  16. Lang, Q. C., & Wong, A.F.L. (2006). Engaging beginning teachers. Singapore: Pearson Education Ltd.
  17. Loughran, J.J. 2005. Developing reflective practice: Learning about teaching and learning through modelling. Bristol: Falmer Press.
  18. Mulyasa, E. (2007). Standar kompetensi dan sertifikasi guru. Bandung: Remaja Rosdakarya.
  19. M. Nasir Usman, (2012). Manajemen peningkatan mutu kinerja guru: Konsep, teori dan model. Jakarta: Cipta Pustaka Media.
  20. Moleong, L.J. (1993). Metodologi penelitian kualitatif. Bandung: Remaja Rosdakarya.
  21. McKay, S.L. (2002). The reflective teacher: A guide to classroom research. RELC Portfolio Series 3. Singapore: SEAMEO RELC.
  22. McMillan, J.H. & Schumacher, S. (2001). Research in education: A conceptual introduction. New York: Addison Wesley Longman, Inc. 5th edition.
  23. Mulyasa. (2008). Standar kompetensi sertifikasi guru. Bandung: Remaja Rosdayakarya.
  24. Paraba, H. (2000). Wawasan tugas tenaga guru dan pembina PAI. Bandung: Remaja Rosdakarya.
  25. Nasution, S. (1998). Metode penelitian naturalistik kualitatif. Bandung: Tarsito.
  26. Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press.
  27. Richards, J.C., & Lockhart, C. (1996). Reflective teaching in second language classroom. Cambridge: Cambridge University Press.
  28. Samana. (1994). Profesionalisme keguruan. Yogyakarta: Kanisius.
  29. Sardiman, A.M, (2000). Interaksi dan motivasi belajar mengajar. Jakarta: Raja Grafindo Persada.
  30. Shin, J.K. (2006). Ten helpful ideas for teaching English to young learners. English Teaching Forum, 44 (2).
  31. Siswoyo, et.al. (2007). Ilmu pendidikan. Yogyakarta: UNY Press.
  32. Sugiyono, (2012). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.
  33. _______. (2013). Metode penelitian kualitatif, kuantitatif, dan metode kombinasi. Yogyakarta: Alfabeta.
  34. Sukanti. (2008). Meningkatkan kompetensi guru melalui pelaksanaan tindakan kelas. Jurnal Pendidikan Akutansi Indonesia, Vol. VI, No. 1.
  35. Tairab, H.H. (2003). The role of reflection in facilitating pre-service primary school teachers’ professional growth. Journal of Faculty of Education. United Arab Emirates University Year 18- Issue No. 20.
  36. Winataputra, et.al. (2003). Strategi belajar mengajar. Jakarta: Pusat Penerbitan Universitas Terbuka.
  37. Ur, P.A. (1996). Course in language teaching: Practice and theory Cambridge: Cambridge University Press.
  38. Utami, L. (2015). Pengembangan kompetensi profesional guru melalui Collaborative Study Group (CSG). Seminar Nasional Pendidikan UNS & ISPI Jawa Tengah
  39. Wallace, M.J. (1991). Training foreign language teachers: A reflective approach. Cambridge: Cambridge University Press.