Aji, Aulia Adilla (2022) A Self-Reflection of a Student-Teacher’s Scaffolding Skill in Teaching Writing Online. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
This thesis is about a self-reflective study during the teaching practicum of Writing Subject. The student-teacher (ST) who is also the author of the study and afterwards mentioned with the pronoun of ldquo her rdquo utilized the Zoom Video Recordings to reflect on herself as a student-teacher during her online teaching practicum at Intensive Course (IC) Writing Offering D Class 2020 University of Malang. The teaching practicum was conducted online in six meetings from September until November 2021. As a gap from other studies this study self-reflected the student-teacher s scaffolding technique i.e. a technique that allows educators to internalize new knowledge through constructing and repairing the learning process during the online teaching practicum as a student-teacher. This thesis aims to evaluate the scaffolding self-reflection process of the teaching practicum conducted at IC Writing Offering D Class 2020. The student-teacher (she) [1] evaluated and analysed six Zoom Video Recordings for the scaffolding self-reflective process using a Thematic Analysis adapted from Braun and Clarke (2006) which consisted of six main steps 1) Familiarised with the data (2) Coded the data (3) Searched for themes (4) Reviewed the themes (5) Named the themes and (6) Journaled the report with a written portfolio. During the first step of familiarizing herself with the data she played the Zoom Video Recordings several times to evaluate her scaffolding skill. Next she coded the data group with symbols such as (a) Student-Teacher (ST) (b) Students (S) (c) Lecturer Supervisor (LS) and (d) Teaching Practicum Peer (TPP). The most crucial step was the next step when she adapted the themes using the framework from Alexander Fox and Gutierrez (2019) and Black (2015). During the stage of reviewing and naming the themes the themes were selected before finalising the themes which consist of (1) Awareness (2) Evidence of Teaching (3) The Learning Process and (4) Future Goals Theme. These themes of Alexander Fox and Gutierrez (2019) and Black (2015) were chosen based on the student teacher s previous experience following the lessons. Her educators were unaware of her strengths and weaknesses during the teaching because they did not glance back and reflect on their teaching and learning process. After the themes were analysed from the Zoom Video Recordings the ST put the result in a reflective journal written portfolio. In this self-study to ensure the accuracy and reliability of the data the self-reflector used validation instruments from three perspectives Students (S) Teaching Practicum Peer (TPP) and Lecturer Supervisor (LS). Students from IC Writing Offering D Class 2020 completed a Teaching Practicum Questionnaire to get feedback from their peers. The Teaching Practicum Peer reviewed the Teaching Practicum Observation Checklist to determine how well the student-teacher conducted the scaffolding self-reflection teaching practicum. Meanwhile the Lecturer Supervisor was interviewed to evaluate the overall scaffolding process. Insights from three perspectives supported the ST in knowing whether the data of Zoom Video Recordings were aligned with the validation instruments. The conclusion was that the student-teacher made significant progress in her teaching based on the findings and discussion. She improved her classroom management skills particularly her knowledge and skills in scaffolding. The student-teacher could not effectively manage the classroom in the first and second meetings only minimal two-way interaction and scaffolding practices were observed. On the other hand the student-teacher improved her scaffolding skills from low to high as the sessions progressed. From the first to the third meeting she only used modelling and guiding indicating a lack of scaffolding skills. She used high-level scaffolding skills from the fourth to the sixth meeting such as extending explaining and comparing. As a suggestion for future research and teaching in the future the educators may consider using other video-conferencing applications to maximize learning in English as a foreign language or add more devices and scaffolding strategies (EFL). In addition because the teaching and learning process is becoming more blended future teaching practicums should include online and offline learning. [1] ldquo She rdquo or ldquo Her rdquo is a common pronoun in a qualitative study to indicate the author of a self-study research because it referred to the author rsquo s personality confidence experience and ideological belief (Harwood 2006).
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | ?? ?? |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Indonesia (IND) > S2 Keguruan Bahasa |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 14 Jul 2022 04:29 |
| Last Modified: | 13 Mar 2024 02:02 |
| URI: | http://repository.um.ac.id/id/eprint/271578 |
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