Pre-service Teachers’ Perception on The Reflective Teaching Practice in Micro-teaching Subject of English Language Education Department of Universitas Islam Indonesia

Abstract

This research is about the pre-service teachers‟ perception on the reflective teaching practice in micro teaching subject of English Language Education Department of Universitas Islam Indonesia. This research is aimed to investigate and describe how the reflective teaching practice implemented in micro-teaching subject and to find out the students‟ perceptions of their experience in terms of the challenges, difficulties, and benefits of reflective teaching. The participants are 29 student teachers that divided class A and B. Therefore, the researcher chooses four pre-service teachers as research sampling consisting of two males and two females. This research is designed as a descriptive qualitative research in which data were taken from interview, observation and document. There are three findings of this research. First, reflective teaching practice in micro-teaching use three strategies which are peer-observation forms, video, and self-reflective teaching forms. Secondly, the use of self-reflective teaching and video can engage pre-service teachers in reflective teaching, while there are some difficulties in doing reflective teaching through peer-observation. Besides, the preservice teachers reveal some challenges of doing reflective teaching which are honesty, open-minded, objectiveness, and bravery. Third, the reflective teaching practice give reflection result of pre service teachers in some areas of teaching skills which are preparation, presentation, practice, production, overall delivery and students‟ engagement in learning. However, the pre-service teachers can reveal the weaknesses or problems such as learners‟ characteristics, classroom management, time management, personality, teacher‟s ability in mastering subject skill and choosing appropriate method and material, and general teaching aspects.