Reflective Writing: Students’ Diaries to Improve the Teaching and Learning Process
- DOI
- 10.2991/assehr.k.200225.113How to use a DOI?
- Keywords
- reflective writing, students’ diaries, teaching and learning improvement
- Abstract
The teaching and learning process based on the reflective practice model for secondary teacher is the focus of this paper. The reflective practice model used is adopted from Brookfield’s critical model (1995) that contained of four perspectives or lenses and this paper concentrate on how teachers look at the perspectives from students’ eyes. The research used a qualitative interpretive approach to examine the reflective writing that is students’ diaries as the main data source to improve teaching and learning process for both the teacher and students. The diaries were analyzed and gained the reflection from students’ perspectives on how teacher taught and students could gain knowledge from the lesson. Since this is a reflection activities, teacher gathered information to improve her teaching skills and develop her ability to communicate with students. It is shown that the teacher slowly changed her style in teaching and learned from the diaries that her characters affected the learning environment in the classroom. Then the teacher created the habit of writing to students that there is an improvement of her students’ ability in learning English. This reflective writing can be done after the students attended the English class and teacher always gives feedback to motivate students improving their English skills.
- Copyright
- © 2020, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Dadi Ahmadi AU - Endah Yanuarti PY - 2020 DA - 2020/03/03 TI - Reflective Writing: Students’ Diaries to Improve the Teaching and Learning Process BT - Proceedings of the 2nd Social and Humaniora Research Symposium (SoRes 2019) PB - Atlantis Press SP - 521 EP - 524 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.200225.113 DO - 10.2991/assehr.k.200225.113 ID - Ahmadi2020 ER -