Electronic Theses and Dissertation

Penelitian kualitatif deskriptif ini bertujuan untuk mengetahui pemahaman calon guru Bahasa Inggris terhadap reflective teaching serta permasalahan yang mereka hadapi dalam menerapkan reflective teaching selama program magang di FKIP Universitas Syiah Kuala. Penelitian ini melibatkan 30 calon guru Bahasa Inggris di FKIP Universitas Syiah Kuala yang telah menyelesaikan program magang. Data dikumpulkan melalui kuesioner, wawancara semi-terstruktur dengan enam partisipan terpilih, serta analisis dokumen berupa modul pembelajaran yang mereka susun.

Hasil penelitian menunjukkan bahwa sebagian besar calon guru Bahasa Inggris memiliki pemahaman yang cukup baik tentang reflective teaching dan memandangnya sebagai bentuk evaluasi diri terhadap praktik mengajar mereka. Jenis reflective teaching yang paling sering digunakan adalah umpan balik dari siswa, diikuti oleh umpan balik dari guru pembimbing, serta penggunaan rekaman video pembelajaran. Namun, calon guru Bahasa Inggris masih menghadapi beberapa kendala dalam penerapan reflective teaching, seperti keterbatasan waktu, kurangnya bimbingan dari guru pembimbing, serta adanya rasa takut menerima evaluasi negatif.

Kesimpulannya, meskipun calon guru Bahasa Inggris telah memahami konsep dasar reflective teaching, diperlukan dukungan yang lebih besar serta bimbingan yang lebih terstruktur agar mereka dapat menerapkan reflective teaching secara lebih konsisten dan efektif selama program magang.

This descriptive qualitative research aims to find out preservice English teachers understanding on reflective teaching and the problems faced by preservice English teachers in doing reflective teaching in the internship program at FKIP Universitas Syiah Kuala. The research involved 30 preservice English teachers at FKIP Universitas Syiah Kuala who had completed the internship program. Data were collected through questionnaires, semi-structured interviews with six selected participants, and document analysis of their teaching modules. The findings show that most preservice English teachers have a sufficient understanding on reflective teaching and view it as a form of self-evaluation of their teaching practices. The most commonly used type of reflective teaching is students’ feedback, followed by feedback from supervising teachers and the use of teaching video recordings. However, preservice English teachers still face several problems in implementing reflective teaching, such as limited time, lack of guidance from supervising teachers, and fear of receiving negative evaluations. In conclusion, although preservice English teachers have understood the basic concept of reflective teaching, greater support and more structured guidance are needed to help them implement reflective teaching more consistently and effectively during the internship program.