Disertasi

The implementation of reflection among ESP teaching staff / Wahyunengsih

Abstrak
ABSTRACT Wahyunengsih. 2017. The Implementation of Reflection among ESP Teaching Staffs English Teaching Department Graduate Program of State University of Malang Advisors (I) Prof. Hj. Utami Widiati M.A Ph.D. (II) Prof. Bambang Yudi Cahyono M.A Ph.D. (III) Prof. D.R H. Yazid Basthomi M.A. Key Words collaborative reflection teachers competencies. Reflection is an important part of teaching. Nowadays teachers are very familiar with self-reflection method. The other reflection that is also widely used is collaborative reflection. Most of the previous studies found that reflection contributes to the teachers professional competence. In other studies it is found that reflection is the priority step of teaching for practice teaching teachers but it is not considered as an important process for actual teachers since most of the teachers feel uncomfortable on being observed and given critics by their colleagues. Moreover previous studies on the contribution of the reflection on teachers pedagogical and social competences are limited. Meanwhile these two competencies are very crucial to be improved. Especially in the level of university a study related to evaluation and reflection is rarely conducted. Therefore this study investigates the way reflection implemented by ESP teaching staffs. It is also aimed to see the contribution of the reflections on teaching staffs pedagogical and social competences. This study was conducted in a public university the State Islamic University Maulana Malik Ibrahim Malang. It employed 4 selected participants who were placed in the self-reflection group and collaborative reflection group randomly. However a pre-reflection interview was conducted in order to make sure the homogeneity of all samples. Teacher Knowledge Test (TKT) specifically Module 2 and Module 3 were used as one of the main instruments. This test is a standard test published by Cambridge ESOL that can measure the teachers pedagogical and also social competencies. Questionnaire was also utilized in this study. It was constructed based on the Guidelines of Teachers Competencies Test particularly on pedagogical and social competence only. The post-reflection interview was also one of important sources of data. The data is descriptively explained based on the score of the TKT and questionnaire as the evident. The result of the interview was also analyzed descriptively. The present study shows that In line with the statement of problems in this study there are two conclusions that can be given. First the implementation of the self-reflection employs simple steps which do not require multilevel review on each teaching steps compared to the collaborative reflection. The process of the collaborative reflection is conducted several times that lead to the revision before the teaching performance. The reflection in self-reflection only confirms to the curriculum. There is no crucial revision before the teaching performance. Second self-reflection contributes to the ESP teaching staff pedagogical competence but not clearly emerge in their social competence. Collaborative reflection highly contributes to better pedagogical and social competences in the same time. It means that all of the problems of the study are successfully answered that shows the implementation of each reflections among ESP teaching staff and the contribution of these reflections on teaching staff pedagogical and social competencies. Some recommendations are provided. For future researchers it is recommended to investigate the best procedure of involving students as ESP staffs reflection source since the students come from non-English department field of knowledge. Of course the study should neglect the students preferences. Moreover a further study to investigate whether involvement of students in teachers teaching reflection give a significant effect toward the teacher s improvement of their teaching competencies. At last a research of culture influence toward the teachers critics and comment in collaborative reflection is also recommended to be conducted. ABSTRAK Wahyunengsih. 2017. The Implementation of Reflection among ESP Teaching Staffs Pendidikan Bahasa Inggris Pascasarjana Universitas Negeri Malang Pembimbing (I) Prof. Hj. Utami Widiati M.A Ph.D. (II) Prof. Bambang Yudi Cahyono M.A Ph.D. (III) Prof. D.R H. Yazid Basthomi M.A. Kata Kunci Refleksi Kolaborasi Kopentensi Guru Dalam mengajar refleksi merupakan salah satu proses pengajaran yang penting. Saat ini guru sangat mengenal metode self-reflection atau metode refleksi mandiri. Sebagian besar penelitian sebelumnya menemukan bahwa refleksi berkontribusi pada kompetensi profesional guru. Dalam studi lain ditemukan bahwa refleksi adalah langkah prioritas pengajaran untuk mengajar guru magang namun tidak dianggap sebagai proses penting bagi guru tetap karena sebagian besar guru merasa tidak nyaman diobservasi dan diberi kritik oleh rekan mereka. Selain itu studi sebelumnya mengenai kontribusi refleksi terhadap kompetensi pedagogis dan kompetensi sosial guru sangat terbatas. Sementara kedua kompetensi ini sangat penting untuk diperbaiki. Apalagi di tingkat universitas studi yang berkaitan dengan evaluasi dan refleksi jarang dilakukan. Oleh karena itu penelitian ini meneliti cara refleksi yang diterapkan oleh dosen ESP. Penelitian ini juga bertujuan untuk melihat kontribusi refleksi tentang kompetensi pedagogis dan sosial dosen ESP. Penelitian ini dilakukan di sebuah universitas negeri Universitas Islam Negeri Maulana Malik Ibrahim Malang. Ada 4 dosen sebagai partisipan. Mereka ditempatkan dalam kelompok refleksi kolaboratif dan kelompok refleksi mandiri secara acak. Namun wawancara pra-refleksi dilakukan untuk memastikan homogenitas semua sampel. Tes Pengetahuan Guru (TKT) khususnya Modul 2 dan Modul 3 digunakan sebagai salah satu instrumen utama. Tes ini merupakan tes standar yang diterbitkan oleh Cambridge ESOL yang bisa mengukur kompetensi pedagogis dan juga kompetensi sosial guru atau dosen. Kuesioner juga digunakan dalam penelitian ini. Kuesiner dibuat berdasarkan Pedoman Tes Kompetensi Guru khususnya kompetensi pedagogis dan sosial saja. Wawancara pasca refleksi juga merupakan salah satu sumber data penting. Data tersebut dijelaskan secara deskriptif berdasarkan skor TKT dan kuesioner. Hasil wawancara juga dianalisis secara deskriptif. Penelitian ini menunjukkan bahwa refleksi kolaboratif diimplementasikan secara signifikan berbeda. Refleksi kolaboratif memiliki langkah yang lebih kompleks dibandingkan dengan refleksi mandiri. Temuan ini juga menunjukkan kontribusi refleksi kolaboratif yang lebih tinggi terhadap kompetensi pedagogis dan sosial dosen dibandingkan dengan metode refleksi mandiri. Beberapa rekomendasi disediakan bagi penelitian lain di masa depan. Peneliti menyarankan untuk menyelidiki prosedur terbaik untuk melibatkan siswa sebagai sumber refleksi staf ESP karena siswa berasal dari jurusan bidang pengetahuan yang bukan Bahasa Inggris. Tentu saja penelitian ini harus mengabaikan preferensi siswa. Selain itu studi lebih lanjut untuk menyelidiki apakah keterlibatan siswa dalam refleksi pengajaran guru memberi pengaruh signifikan terhadap peningkatan kompetensi mengajar guru. Akhirnya penelitian pengaruh budaya terhadap kritik dan kritik para guru dalam refleksi kolaboratif juga dianjurkan untuk dilakukan.

Informasi Detail

DDC

Rd 428.0071 WAH i

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2017.

Deskripsi Fisik

xii, 145 lembar : il. , tab. ; 30 cm

Bahasa

No Reg

05622/KI/17

Edisi

Disertasi (Pasca Sarjana)--Universitas Negeri Malang. 2017

Subjek

1. BAHASA INGGRIS - MODEL PEMBELAJARAN
2. GURU - KOMPETENSI
3. ENGLISH LANGUAGE - STUDY AND TEACHING

Pembimbing

1. Utami Widiati ; 2. Bambang Yudi Cahyono ; 3. Yazid Basthomi

Lampiran Berkas