EXPLORING REFLECTIVE PRACTICE OF AN ONLINE LITERACY COACHING PROGRAM FOR IN-SERVICE JUNIOR HIGH SCHOOL ENGLISH TEACHERS IN INDONESIA

MEI LUSIANA SITORUS, . (2021) EXPLORING REFLECTIVE PRACTICE OF AN ONLINE LITERACY COACHING PROGRAM FOR IN-SERVICE JUNIOR HIGH SCHOOL ENGLISH TEACHERS IN INDONESIA. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penerapan praktik reflektif merupakan komponen penting untuk mengembangkan pengetahuan dan ketrampilan mengajar guru dalam program pengembangan profesi guru. Penelitian kasus dengan metode penelitian campuran ini bertujuan mengeksplorasi praktik reflektif pada sebuah program pendampingan literasi daring yang diikuti oleh 31 guru Bahasa Inggris Sekolah Menengah Dasar di Indonesia. Dokumen panduan program, rekaman sesi daring, jurnal refleksi dan para guru merupakan sumber data kualitatif dan kuantitatif pada studi ini. Hasil analisis isi menunjukkan bahwa penerapan praktik reflektif pada program ini dikembangkan berdasarkan kerangka teori dengan menggunakan dua media refleksi yaitu jurnal refleksi daring dan refleksi kolaborasi pada sesi daring. Tulisan refleksi yang diperoleh melalui jurnal refleksi menunjukkan jenis-jenis refleksi yaitu reflection-on-practice, reflection-for-action, reflection-in-action, dan reflection-with-action. Hasil observasi dan survei menunjukkan bahwa guru-guru yang berpartisipasi pada pendampingan ini menganggap praktik reflektif efektif dalam menfasilitasi perkembangan pengetahuan literasi dan ketrampilan mengajar mereka. Studi ini juga mengukur tingkat refleksi guru dengan menggunakan Framework of Four Levels of Reflection for Teacher Education yang dikembangkan oleh Harland and Wondra sebagai instrument ukur. Untuk menjamin reliabilitas, dua penilai menganalisa 248 jurnal refleksi yang telah dikumpulkan. Hasil yang diperoleh menunjukkan bahwa level refleksi yang paling sering ditemukan pada jurnal refleksi adalah level 1. Sementara itu sesi refleksi kolaborasi ditranskripsi kemudian dianalisa dengan instrumen yang sama. Hasil analisa menunjukkan level refleksi yang paling sering ditemukan pada sesi refleksi kolaborasi adalah level 2. Berdasarkan temuan-temuan tersebut, umpan balik dari siswa, umpan balik dan kolaborasi rekan kerja dan pelatih, pengajaran dan percontohan praktik reflektif serta pemanfaatan hasil refleksi sebagai bagian penilaian akhir dari program pendampingan perlu dilakukan untuk meningkatkan praktik reflektif pada program tersebut. ************ Systematic reflective practice is crucial in teacher development programs as it supports teachers to improve their knowledge and teaching practices. This mixed-method case study aimed at exploring the reflective practice of an online literacy coaching program for 31 in-service junior high school English teachers in Indonesia. The program guide, recorded sessions of the program, reflective journals, and the participants were both qualitative and quantitative data sources. Content analysis showed that the program implemented reflective practice based on a theoretical framework with two reflective tools employed, namely online reflective journals and online collaborative reflective sessions. The written responses collected from the reflective journals generated reflection-on-practice, reflection-for-action, reflection-in-action, and reflection-with-action. Observations and a survey showed that the teachers perceived reflective practice as effective as it facilitated them to improve both their literacy knowledge and teaching skills. Finally, the Framework of Four Levels of Reflection for Teacher Education by Harland and Wondra was used as an instrument to measure the levels of reflection made by the teachers. Two raters were employed to maintain the data reliability. The results showed that of the 248 responses made through the online reflective journal, Level 1 reflection was the most frequent. Additionally, the collaborative sessions were transcribed and then assessed using the same instrument, and results showed that Level 2 reflection was the most frequent. Based on the findings, to improve the reflective practice of the literacy coaching program, the study recommended the inclusion of students’ feedback, providing feedback, teaching, and modelling reflective practice, and utilising reflection as part of the assessment to improve the implementation of the reflective practice and deepen the reflections made by the teachers.

Item Type:	Thesis (Magister)
Additional Information:	1). Prof. Dr. Ilza Mayuni, M.A ; 2). Dr. Ifan Iskandar, M.Hum.
Subjects:	Bahasa dan Kesusastraan > Bahasa Inggris
Divisions:	FBS > S2 Pendidikan Bahasa
Depositing User:	Users 11135 not found.
Date Deposited:	10 Sep 2021 02:06
Last Modified:	11 Sep 2021 01:57
URI:	http://repository.unj.ac.id/id/eprint/19208

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