Students’ Involvement Analysis towards Teachers’ Teaching Reflection and Its Impact on Classroom
DOI:
https://doi.org/10.30812/humanitatis.v10i1.3255Keywords:
EFL Students, English Classroom, Students’ Involvement, Teaching Reflection, TeachingAbstract
Analyzing students' involvement in teachers' teaching reflection can offer valuable insights into the effectiveness of classroom instruction. By encouraging students to participate in the reflection process, teachers can gain a better understanding of their strengths and areas for improvement. This study aimed to investigate students' involvement in teachers' teaching reflection and its impact on classroom. The participants of this study were 20 students of Madrasah Tsanawiyah NW Sikur. This study used qualitative descriptive research approach. There are two sorts of data sources in qualitative research: primary resources and secondary resources. The result revealed that students generally responded positively to being involved in teachers' teaching reflection. In conclusion, the analysis of students' involvement in teachers' teaching reflection and its impact on the classroom highlights the significant role students can play in shaping effective teaching practices and fostering a conducive learning environment.
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Zach, S., & Ophir, M. (2020). Using simulation to develop divergent and reflective thinking in teacher education. Sustainability, 12(7), 2879.
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Aristovnik, A., KeržiÄ, D., RavÅ¡elj, D., TomaževiÄ, N., & Umek, L. (2020). Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438.
Ashour, S. (2020). How technology has shaped university students’ perceptions and expectations around higher education: an exploratory study of the United Arab Emirates. Studies in Higher Education, 45(12), 2513–2525.
Attard, C., & Holmes, K. (2020). “It gives you that sense of hopeâ€: An exploration of technology use to mediate student engagement with mathematics. Heliyon, 6(1), e02945.
Bağ, H. K., & Gürsoy, E. (2021). The effect of critical thinking embedded english course design to the improvement of critical thinking skills of secondary school learners✰. Thinking Skills and Creativity, 41, 100910.
Bunt, B., & Gouws, G. (2020). Using an artificial life simulation to enhance reflective critical thinking among student teachers. Smart Learning Environments, 7(1), 1–19.
Capel, S., Leask, M., & Younie, S. (2019). Learning to teach in the secondary school: A companion to school experience. Routledge.
Castañeda, L., Esteve-Mon, F. M., Adell, J., & Prestridge, S. (2022). International insights about a holistic model of teaching competence for a digital era: the digital teacher framework reviewed. European Journal of Teacher Education, 45(4), 493–512.
Casula, M., Rangarajan, N., & Shields, P. (2021). The potential of working hypotheses for deductive exploratory research. Quality & Quantity, 55(5), 1703–1725.
Chu, T. L. A. (2022). Applying positive psychology to foster student engagement and classroom community amid the COVID-19 pandemic and beyond. Scholarship of Teaching and Learning in Psychology, 8(2), 154.
Colomer, J., Serra, T., Cañabate, D., & Bubnys, R. (2020). Reflective learning in higher education: Active methodologies for transformative practices. In Sustainability (Vol. 12, Issue 9, p. 3827). MDPI.
Crane, M. F., Searle, B. J., Kangas, M., & Nwiran, Y. (2019). How resilience is strengthened by exposure to stressors: The systematic self-reflection model of resilience strengthening. Anxiety, Stress, & Coping, 32(1), 1–17.
Farrell, T. S. C. (2020). Professional development through reflective practice for English-medium instruction (EMI) teachers. International Journal of Bilingual Education and Bilingualism, 23(3), 277–286.
Gkonou, C., & Miller, E. R. (2021). An exploration of language teacher reflection, emotion labor, and emotional capital. Tesol Quarterly, 55(1), 134–155.
Guberman, A., & Mcdossi, O. (2019). Israeli teacher educators’ perceptions of their professional development paths in teaching, research and institutional leadership. European Journal of Teacher Education, 42(4), 507–522.
Hennen, P. (2022). Creating a Culture of Learning: Intrinsic Motivation and its Practical Value in the Wake of the COVID-19 Pandemic.
Howell, R. A. (2021). Engaging students in education for sustainable development: The benefits of active learning, reflective practices and flipped classroom pedagogies. Journal of Cleaner Production, 325, 129318.
Juuti, K., Lavonen, J., Salonen, V., Salmela-Aro, K., Schneider, B., & Krajcik, J. (2021). A teacher–researcher partnership for professional learning: Co-designing project-based learning units to increase student engagement in science classes. Journal of Science Teacher Education, 32(6), 625–641.
Lapitan Jr, L. D. S., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116–131.
Page, A., Anderson, J., & Charteris, J. (2021). Including students with disabilities in innovative learning environments: a model for inclusive practices. International Journal of Inclusive Education, 1–16.
Pollard, A., Wyse, D., Craig, A., Daly, C., Harmey, S., Hayward, L., Higgins, S., McCrory, A., & Seleznyov, S. (2023). Reflective Teaching in Primary Schools. Bloomsbury Publishing.
Rafiola, R., Setyosari, P., Radjah, C., & Ramli, M. (2020). The effect of learning motivation, self-efficacy, and blended learning on students’ achievement in the industrial revolution 4.0. International Journal of Emerging Technologies in Learning (IJET), 15(8), 71–82.
Rapp, A., Hopfgartner, F., Hamari, J., Linehan, C., & Cena, F. (2019). Strengthening gamification studies: Current trends and future opportunities of gamification research. In International Journal of Human-Computer Studies (Vol. 127, pp. 1–6). Elsevier.
Richards, J. C. (2022). Exploring emotions in language teaching. Relc Journal, 53(1), 225–239.
Sari, S. N., & Aminatun, D. (2021). STUDENTS’PERCEPTION ON THE USE OF ENGLISH MOVIES TO IMPROVE VOCABULARY MASTERY. Journal of English Language Teaching and Learning, 2(1), 16–22.
Schneider, M. L. (2022). Abortion Access is Personal for Me. Outlook.
Setiyadi, A. B. (2020). Teaching English as a foreign language.
Tackie, H. N. (2022). (Dis) Connected: Establishing Social Presence and Intimacy in Teacher–Student Relationships During Emergency Remote Learning. AERA Open, 8, 23328584211069524.
Thompson, S., & Thompson, N. (2023). The critically reflective practitioner. Bloomsbury Publishing.
Vanoostveen, R., Desjardins, F., & Bullock, S. (2019). Professional development learning environments (PDLEs) embedded in a collaborative online learning environment (COLE): Moving towards a new conception of online professional learning. Education and Information Technologies, 24(2), 1863–1900.
Vlachopoulos, D., & Makri, A. (2019). Online communication and interaction in distance higher education: A framework study of good practice. International Review of Education, 65(4), 605–632.
Zach, S., & Ophir, M. (2020). Using simulation to develop divergent and reflective thinking in teacher education. Sustainability, 12(7), 2879.
Zahid, M., & Khanam, A. (2019). Effect of Reflective Teaching Practices on the Performance of Prospective Teachers. Turkish Online Journal of Educational Technology-TOJET, 18(1), 32–43.
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Published
2023-12-26
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How to Cite
Asrobi, M., Nazri, M. A., Hakim, Z. W. A., & Jaelani, S. R. (2023). Students’ Involvement Analysis towards Teachers’ Teaching Reflection and Its Impact on Classroom. Humanitatis : Journal of Language and Literature, 10(1), 253-266. https://doi.org/10.30812/humanitatis.v10i1.3255
