EEJ 9 (2) (2019) 144 - 156
English Education Journal
http://journal.unnes.ac.id/sju/index.php/eej
Students’ Perceptions of Reflective Practices (RP) Implementation to
Learn Critical Thinking (CT) in Class Discussions (CD)
Rezza Fatwassani, Sri Wuli Fitriati, Dwi Anggani L. Bharati
Universitas Negeri Semarang, Indonesia
Article Info
________________
Article History:
Recived 18 October
2018
Accepted 15 January
2019
Published 20 June 2019
________________
Keywords:
Students’ Perceptions,
Reflective Practice,
Critical Thinking, Class
Discussion
____________________
Abstract
___________________________________________________________________
The present study delivers the twelfth grade students’ experiences who implement
reflective practice as a technique to learn critical thinking skills when joining the
class discussion. However, their perceptions on the above activity have to be a
fundamental issue for the success of learning. This descriptive qualitative case
study took place at SMA N 2 Masbagik of East Lombok. It aimed to describe and
explain students’ reflective practice implementation, their critical thinking
manifestations, and their perceptions of the reflective practice implementation to
learn critical thinking skills in class discussions. Taken from field notes
observation and video recordings revealed three stages of reflection process
considered by the students when implementing the reflective practice. It consisted
of stating positive behaviour, ideas, and feelings (first stage), returning to
experience, attending to feelings, and reevaluating
experiences/events/phenomena (second stage), and making conclusion or
commitment (third stage). They also showed three ways in expressing critical
thinking as proposed by Halpern (2003). It consists of verbal reasoning,
arguments, and making decision. Furthermore, the data from open-ended
questionnaire and interview revealed the domination of positive perceptions.
Through this study, the writer opens the idea to give suggestion that this activity
should based on clear instructions and theoretical background to meet the
teaching and learning goal.
© 2019 Universitas Negeri Semarang
Correspondence Address:
Kampus Pascasarjana Unnes, Jl. Kelud Utara III Semarang 5023,
Indonesia
E-mail: rezzafatwassani@gmail.com
p-ISSN 2087-0108
e-ISSN 2502-4566
mailto:rezzafatwassani@gmail.com
Rezza Fatwassani, Sri Wuli Fitriati, Dwi Anggani L. Bharati/ EEJ 9 (2) 2019 144 - 156
145
INTRODUCTION
This study is a raising phenomenon about
students at SMA N 2 Masbagik of East Lombok
Regency who have experience on the technique
of reflective practice (RP) to learn critical
thinking (CT) in joining the class discussion
(CD). The case becomes interesting when
students from multiple skills in English language
acquisition are requested to adapt with the target
activity as good as possible in several meetings
of one semester. After evaluating their activity,
the students have distinctive responses regarding
self-improvement process. The distinction is
affected by experience of how they implement
the reflective practice and how they perceive on
it. Therefore, this event motivates me to
examine of how students’ perceptions can
construct and determine the success or failure of
reflective practice implementation as the way to
learn critical thinking in class discussion.
In another side, the English teacher of
SMA N 2 Masbagik plays a role in promoting
the concept of reflective practice to his students
while joining the class discussion. As well as his
purpose, he tries to foster students to think
critically about given issues or topic of
discussion. The Students are instructed to use
self-reflection as a personal consideration before
doing the further actions. In his teaching, the
teacher prepares discussion as a teaching and
learning media with the topic about personal
experience and certain issues. Afterwards, the
teacher guides his students to involve idea and
feelings about personal experience. During its
process, the students are instructed to evaluate
their experience by observing what they will
learn or acquire from experience. Hence, the
students are expected to be able to do self-
evaluation and make a conclusion.
The above case concludes that the teacher
aims to familiarize his students with reflective
practice. He trained them to use this technique
for several meetings in one semester. The use of
class discussion aimed to mediate their activities.
The students’ improvement can be seen from
how they interpret and criticize their related
experience with the chosen topic.
Reflective practice is a learning technique
that requires a conscious effort to think about
events and able to develop critical thinking. It is
illustrated as the process to get a lesson through
reflecting personal experience. Meanwhile,
Bolton (2010, p. xix) stated that reflective
practice as the process of paying critical
attention to the practical values and theories
which inform everyday actions, by examining
practice of reflection. In its application, students
are engaged with their experiences to raise
contradiction about certain events. They discuss
and reflect the topic to evaluate and make
conclusion. Furthermore, the class discussion is
chosen as one of proper media to succeed the
reflective practice implementation. It becomes a
common activity used by teacher in teaching
English.
As a part of activities in reflective practice,
discussion is one of popular teaching media in
classroom learning. Meanwhile, the reflective
practice is recognized as a teaching and learning
technique that emphasizes student to participate
actively in discussion activity. The students are
guided to frame their thinking related to
particular topic of discussion. Here, experience
has a big role to support students’ belief
motivation, and attitude about their thinking
and information. Theoretically, the
implementation of reflective practice in class
discussion is effective when students or group of
them try to make solution from a particular
problem of topic discussed. Each of them will
have different views and try to justify their
arguments.
Connecting between doing reflective
practice in class discussion to develop critical
thinking, Boud, Keogh, and Walker (1985) have
given many examples about how the students
learn by reflecting their own experiences as a self
evident of making conclusion in the whole,
group, or in pairs discussion activities. By doing
this, the students are guided to do critical
thinking about what they reflect. As explained
by Vezzosi (2005), critical thinking itself brings
the participants to reflect on the thinking itself,
to evaluate personal thinking practice and to
learn from the same learning experience. It is the
intellectual process of thinking gathered from, or
generated by, observation, experience, reflection,
reasoning, or communication, as a guide to
belief and action.
Rezza Fatwassani, Sri Wuli Fitriati, Dwi Anggani L. Bharati/ EEJ 9 (2) 2019 144 - 156
146
However, the reflective practice
implementation could be a difficult challenge for
the teacher and his students. It is because the
students try to engage with their feelings and
cognition. Boud, Keogh, and Walker (1985, p.
11) explained that personal feelings and
cognition closely related to succeed the reflective
process. They argue that the students have to be
smart in interpreting their experience with
positive feelings than negative feelings. Positive
feelings can enhance the learning process, while
negative feelings can change students’
perceptions and leads them into false
interpretation of events.
METHODS
This study was a descriptive qualitative
case study, particularly a classroom case study of
the twelfth grade students who join English
subject. Thus, this study was designed as a
qualitative study under case study approach
conducted in a single classroom consisting of 25
students in the XII IPA 1 class at SMA N 2
Masbagik. The data were gathered through field
notes observations, video recording, open-ended
questionnaires, and structured interview. The
field notes observations and video recording
were set to record every detail information of RP
implementation and students’ CT manifestations
in implementing the RP in CD. Meanwhile,
open-ended questionnaires were given once
before observing the classroom. These
questionnaires were conducted to reveal the
students perception of the implementation of
reflective practice (RP) to improve their critical
thinking (CT) skill since joining classroom
discussion (CD). The last, interview was set at
the end of collecting the data, which invited
seven participants covering one English teacher
and six students of the twelfh grader of SMA N
2 Masbagik. All the collected data were further
analyzed separately using thematic analysis.
There were six phases used in analyzing the data
in this study: (1) familiarization with the data,
(2) generating initial codes, (3) searching for
themes, (4)reviewing themes, (5) defining and
naming themes, and (6)producing report (Brawn
and Clarke, 2006).
RESULTS AND DISCUSSIONS
The followings display the findings and
discussion of this research after analyzing the
data through thematic analysis. This part is
divided into three parts based on research
questions of the study.
Students’ Reflective Practice Implementation
This section provides the sequence of
classroom activity, which covers the reflective
practice implementation employed by students
for meeting 1, 2, and 3. A field notes and video
recording are used to reveal the similar activity
for each meeting. In overall, each activity is
based on the reflective practice framework
proposed by Gibbs (in Boud, Keogh, & Walker,
1985, p. 92-93). Meantime, in implementing the
reflective practice, students should involve a
process called “reflection”. In this research, the
common process of reflection were guidlined
based on Boud, Keogh, and Walker (1985, p. 26-
38). Meanwhile, the finding of this research
indicates that students agreed with RP technique
being implemented in the class discussion. The
followings are the sequence of the reflective
practice implementation.
Need to be informed that the students are
guided to follow three phases of reflection. At
the phase 1, the students are informed to do
class discussion. The main issue for each
meeting is discussing a video documenter by
involving personal experience. When involving
experience, the students set to place their
behavior, ideas, and feelings. Further to the
phase 2, the students started to implement the
reflective practice. This process concerned with
three stages; returning to experience, attending
to feelings, and reevaluating experience. In the
phase 3, refer to the outcomes of reflection. It
results to the making conclusions and finding
new perspectives of the topic of class discussion.
First of all, the class started at 07.30 a.m.
In the meantime, the teacher prepare his
modules (book exercise and “shark fins” video
documenter) as teaching materials, a set of LCD
and laptop as learning media. The activity is set
to be a class discussion.
At the first phase, teacher opens the class
by greeting students. Then, he guided his
Rezza Fatwassani, Sri Wuli Fitriati, Dwi Anggani L. Bharati/ EEJ 9 (2) 2019 144 - 156
147
students to follow the instructions and
explanations.
Jadi seperti biasa, anda akan menggunakan
teknik reflective practice sebagaimana yang
pernah kalian lakukan sebelumnya. Untuk
mengingatkan kembali, jadi kalian akan melihat
kembali/think back apa yang pernah kalian
alami pada masa-masa lalu kalian, tentang apa
yang kalian lihat dari kegiatan yang kalian
lakukan. Kemudian kalian konsep ide kalian,
tulis konsep itu. If you have problem how to speak
your idea in English the word like that for
example, you can ask to your friends. Well, are
you ready? (Field notes observation day 1,
October 22, 2016)
From above statements, the teacher started
to inform that their activity would involve
discussion and reflective practice. Students in this
case have learned and recognized the learning
process. It illustrated the teacher who aims to
remind his student that cognitive and affective
domain would take parts when joining the
classroom activity. Implicitly, he informed
students to state positive behaviour, ideas, and
feelings while exploring their experiences. It
aimed to meet the learning goal taken from
students’ experiences concerning the related topic
of classroom activity.
Continue to the second phase, the teacher
instructed students to form their group and
arrange the position of group. Here, the group
member of discussion had been set permanently
since the first semester began. Each group
consisted of six students. Therefore, there will be
five groups. The activity ran until the last
minutes of meeting.
After grouping, the teacher instructed
students to watch a video documenter about
shark fins discovery, which had been prepared
previously. This video documenter would take
about two minutes and contained of explanation
text and vocabulary. Before, they watched, the
teacher once again reminds his students that
their activity would involve discussion and
reflective practice. Therefore, he told them to
pay attention and wrote any important
information or questions. He also reminded
them to consider about information delivered
from the video, other students’ responses and
reflections.
After watching the video, the teacher
aimed to stimulate students by asking about
their responses related to the video. This aimed
to construct students’ reflective process,
following its stages: returning to experience,
attending to feelings, and reevaluating
experiences (in Boud, Keogh, and Walker;
1985). The teacher asked, “What you have seen
from the video?” Then, Hafiz from group 1
responded, “I think, the purpose of this video was to
inform us the use of shark fins and what can we do or
how to make something with shark fins. And also
shark fins has many use for human like food. I think
so.” (Field notes observation day 1, October 22, 2016).
There was no more responses from the others
group. It seemed that they had to concept what
they wanted to say. It was the time to reconsider
the point of what they wanted to inform.
Therefore, the teacher gave them time to
concept their idea through incorporating
personal experience.
While conceiving idea, some of group
started to use the reflective practice. It was began
with forming reflection through communication
between group members, or so called “returning
to experience”. By guidance from teacher, the
groups started to turn back their understanding
and experiences that related with shark. They
looked discussed with the members. It seemed
each group tried to recollect what has taken
place and replayed past memory about shark in
their minds. They recounting and re-observing
these experiences to notice any information,
which link to the topic of discussion. Here were
illustrations of the reflective practice
implementation in class discussion situation.
There was discussion between Martina
and Yuni from the group 2. Martina said in local
language, “Yoh, ndek ke ne besisik empak hiu?” (my
translastion: “don’t you think that shark is scaly?”).
Yuni responded, “Ndeqne besisik”. (my translation:
“no, it has skin”). The discussion continued while
Martina wrote any important things from their
discussion in form of English. Yuni said, “Ikan
hiu ino, iye siq paling bele’, makan ikan-ikan lain”
(my translation: Shark is the biggest fish, it eats other
Rezza Fatwassani, Sri Wuli Fitriati, Dwi Anggani L. Bharati/ EEJ 9 (2) 2019 144 - 156
148
smaller fish”). The others member directly
responded, “A: angkaq, B: aok !” (my translation:
“A: yes, it does, B: that’s right!”). Meanwhile in
another group, Hafiz from group 1 stated his
opinion about shark. He said, “Eee, about shark, I
have watched it in the television. I like to learn about
shark because it has many advantages for human, but
some of them are very vicious. They can eat other
animals. Do you know the film about Finding Nemo?
There is a character like shark, but in this film it has
not very serious. The shark can be a friend to other
animals. I really like about the character of this shark.
In other words, shark also can be found at the sea.
That’s all”. There was another statement came
from the second group represented by Martina.
She said, “According to our group, I think shark is
an animal like it has a very big body. It is a carnivore.
I think that’s all”. Meanwhile, Ihsan who was a
representation from the group 5 gave his
statements about shark. He said, “Okay, in my
understanding about the video is Shark lives in the
beach. Then, shark is also a cannibal animals”. (Field
notes observation day 1, October 22, 2016)
A case appeared when Yoga from the
group 1 aimed to gave his statement to the class.
It became a problem when the others could not
understand about his statement. They felt that
Yoga spoke English with difficult words and bad
pronunciation. Anyway, the teacher reminded
students to speak as simple and clear as possible.
By this experience, the members of group 1
directly discuss to their performance. Yoga
seemed being suggested by the members to
revise his statement and taught him to correct
his pronunciation.
The process of reflective practice
continued in groups at the same situation until it
ran about more than one hour. However, they
kept developed their concept into the best form.
They argued each other, gave suggestions, and
prepared to make a conclusion. Finally, they
came to the conclusion session where each of
groups stated their experiences during the
activity.
As the last phase, teacher gave
explanation and additional information dealing
with material learned. The additional material
gained from English book. When the bell rang
student left the room after shake and kissing
their teacher’s hand. The class dismissed at
09.45 a.m.
Looking at the above findings, it
concluded that the common process of reflective
practice implementation should involving
reflection and discussion process. The concept of
reflection had been reveal into three phases that
represented by the above findings (Boud, Keogh,
and Walker, 1985, 26-38). In the meantime,
entailing the class discussion gave the best media
for students to run the process of reflection
Gibbs (in Boud, Keogh, & Walker, 1985, 92-93).
It means that attending personal reflection
through discussion supports them to learn
critical thinking, where as this research finding
could represent the key to proclaim that
implementing the reflective practice was one of
proper technique to learn critical thinking.
Students’ Critical Thinking Manifestations In
The Reflective Practice Implementation In
Class Discussion
Critical thinking identified as the ability to
discover the value of an idea, a set of beliefs, a
claim, or an argument. It requires people to use
logic and reasoning to evaluate evidence or
information to make a decision or reach a
conclusion. Critical thinking includes the
component skills of analyzing arguments,
making inferences using inductive or deductive
reasoning, judging or evaluating, and making
decisions or solving problems in the truth
statement based on Lai (2011).
In this section, the writer presented
critical thinking evident which appeared
simultaneously when students implemented the
reflective practice in class discussion.
Meanwhile, the writer has been probing the
similar data observation in which previously
used to answer the above second question in
presenting the findings. To specify the analysis,
the writer focused on finding the possible critical
thinking showed or expressed by students. A
field note and video recording would be
important sources to identify their verbal and
non-verbal reactions while joining the classroom
activity.
Rezza Fatwassani, Sri Wuli Fitriati, Dwi Anggani L. Bharati/ EEJ 9 (2) 2019 144 - 156
149
In this research, the writer selected three
dimensions from Halpern’s (2003) theory with
its own types to categorize the criteria of critical
thinking. These dimensions simultaneously
illustrates of how students shows their critical
thinking when implementing the reflective
practice in class discussion. Verbal reasoning is
the first dimension that contained of giving
statement, affirming statement, denying statement,
and making conclusion. Arguments is another
dimension theory, which consisted of arguing
based on experiences, arguing by assumption, and
counter arguments. The last dimension is decision
making and problem solving by its category namely
make decision, identifying problems, and giving a
solution of problems. Furthermore, the research
findings would be described as follow.
Verbal Reasoning
Verbal reasoning is one of short taxonomy
of critical thinking skills. It has category of
critical skills needed to comprehend and defend
against the persuasive techniques that are
embedded in everyday language. In its
application, verbal reasoning could be seen in
form of giving statement, affirming statement,
denying statement, and make a conclusion. In
particular moment, several students have
showed verbal reasoning as follow.
Example 1: (Giving Statement by Group 1)
In individual comment session, Hafiz states
“I think eee.. it’s dangerous. You can see around
us that trash are spread in our environment. And
makes our environment become so dirty. In our
daily activity where you visit some place, the
tourism spot or whatever, you found it
everywhere”. In another statement from
Hendrawan who says ”In my opinion, I think
what we have seen is about the effect of garbage”.
Hendi also give his statements about what
he have seen by saying “I think that the video
shows the dirty of the sea”. Hafiz add his
statement “I think that has happen because the
lack of awareness from society for garbage”. (Field
notes observation day 3, November 05, 2016)
Example 2: Affirming Statement by Group 1
After partnering session, Mr. Bahar guide
the students by giving some questions as a
feedback of the partnering session. He refers
the question about “Garbage in Masbagik”
based on the slide displayed. Then Hafiz
respond/affirm with his statement relate to
the situation in Masbagik town. He says “I
think in Masbagik it’s situation is same with the
other place because the society of Masbagik always
throw rubbish anywhere”. (Field notes
observation day 3, November 05, 2016)
Example 3: Giving Statement by Group 2
After Hendrawan state his opinion, the
come another statement from Heni who says
“In my understanding of the video is about
garbage in the beach and it spread in everywhere”.
After Sakawali express his opinion, another
opinion expressed by Ardian “City is full of
garbage”. (Field notes observation day 3,
November 05, 2016)
Example 4: Giving Statement by Group 3
Eva says “In my opinion, garbage can broke the
nature”. (Field notes observation day 3,
November 05, 2016)
Example 5: (Giving Statement by Group 4)
After Eva gives her opinion, Sakawali
express his opinion “In my opinion, I think
that garbage can make animal dead”. (Field notes
observation day 3, November 05, 2016)
Verbal reasoning is the common process
of critical thinking showed by students during my
research. In this process, students prefer to give
their statements than express other form of
reasoning. However, it is going well and some of
students enjoyed trying to speak in English. At
least, the process of discussion is working during
my research. It could be seen from several
occasion that students practicing their speaking
conversation in form of groups and class
discussion which run flow.
Arguments
Arguments characterize another short
taxonomy of critical thinking skills. It is set of
statements with at least one conclusion and one
reason that support the conclusion. In real life
setting, arguments are complex with arguing
based on experience, arguing by assumption,
counterarguments. The following examples
Rezza Fatwassani, Sri Wuli Fitriati, Dwi Anggani L. Bharati/ EEJ 9 (2) 2019 144 - 156
150
show how students express their arguments
when joining the classroom discussion.
Example 6: Arguing by Assumption by Group 1
Hafiz “Pemerintah harusnya lebih giat
mensosialisasikan budaya peduli sampah kepada
masyarakat”. (in my translation: “The
government should be more active socializing the
garbage caring customs to the society”.) (Field
notes observation day 3, November 05, 2016)
Example 7: Arguing by Assumption by Group 2
Andi from group 2 answer the question from
group 1 about the solution in solving
problem of garbage. He says ”we can do some
social service, where by this activity we can
explain that garbage can bring many decease”.
(Field notes observation day 3, November 05,
2016)
Example 8: Arguing by Assumption by Group 3
Heri from group 3 want to add the statement
from group 2 relate to the group 1’s
question. He says “we can give a solution relate
to the problem by giving notice to the society to
start separate between organic and an-organic
garbage. Organic garbage can be create as compos,
while an-organic by recycling”. (Field notes
observation day 3, November 05, 2016)
The above examples show how students
criticize the topic of discussion. Their talks
merely seemed common statements. Not only
that, most of students who argue in that
occasion seemed better to assume on what they
wanted to say rather than argue through
experience. However, they have shown kind of
effort to frame some argumentation process
through collaborating discussion, selected the
right language and converted it into English.
Some of students dare to speak it aloud.
Implicitly, they have created new experience to
argue through their ways.
Decision Making and Problem Solving
The other short taxonomy of critical
thinking skills is decision making and problem
solving. In some points, all of the critical
thinking skills are used to make decisions and
solve problems, but this category involves
generating and selecting alternatives and judging
among them. Creative thinking is subsumed
under this category because of its importance in
generating alternatives and restating problems
and goals. In its real life student expressed in
form of make decision, identifying problem,
giving a solution of problems.
Example 9: Making Decision by Group 2
Andi from group 2 answer the question from
group 1 about the solution in solving
problem of garbage. He says ”we can do
some social service, where by this activity
we can explain that garbage can bring many
decease”. ((Field notes observation day 3,
November 05, 2016)
The above example represents how the
class discussions end. As the goal in this activity,
they tried to find out some solution on the topic
of discussion based on their own analysis
through personal experience and group sharing
session. A delegation student took part to
express what groups have concluded. Finally,
several of them deserve to earn credit for being
active and brave in speaking English.
The writer concludes in this session that
students show their critical thinking process
through creating verbal statements, supporting
statement by giving affirmation and denying. In
another situation, kinds of short arguments also
showed to examine what other’s group stated.
Meanwhile, making decision and have mind to
solve the problem showed how students learn to
conclude various ideas expressed during joining
class discussion. However, I appreciate their
effort to learn speaking English. How the way
they shows the critical thinking and express it
into speaking in English rather than Indonesian
language is the main goal in joining this activity.
The above findings are some evident to
prove that implementing the reflective practice
in class discussion proper to direct students to
learn critical thinking. It is clear that reflection
could trigger students to think more critically
about what they reflect. As explained previously,
reflection and class discussion process were parts
of reflective practice implementation to learn
critical thinking. It is reasonable that the
students able to express their idea through their
own way to think critically. As highlighted by
Choy and Oo (2012, p.170) that critical thinking
is social in nature that requires reflection on the
part of the learner.
Refer to the findings, it seemed that they
tried to judge the given topic of discussion
Rezza Fatwassani, Sri Wuli Fitriati, Dwi Anggani L. Bharati/ EEJ 9 (2) 2019 144 - 156
151
through some ways such as make a note,
reflecting on their experience, discussing with
friend to find more information. It is all
expressed through making a statement,
argumenting, and making conclusion. A
statement from Piaget and Inhelder (in Vezzosi,
2005) believed that thinking skills were
considered as the mental operations, including
perception, memory, reasoning, reflection and
insight. They added, it become increasingly
formal and complex, bringing individuals, at the
last stage, to consider their idea and conclusion
from the point of views of others, and to think
and evaluate their own thinking. In conclusion,
how to show the critical thinking were diverse
and depend on students readiness. The findings
have shown that reflective practice and class
discussion able to facilitate student to learn
critical thinking in various way. Then, it come to
a statement that could be the good strategy to
make students want to learn to speak, argue,
make statement and conclusion. Anyway, it
would hard to be formed. It needs students’
readiness to be more participate. It needs their
motivation, and courage. Therefore, students’
positive perceptions to the technique of reflective
practice and a media of class discussion could
bring strong teaching and learning environment.
Students’ Perceptions
Open-ended questionnaires were given to
the students before the class meeting 1, 2, and 3
to uncover their perception on the RP
implementation, CD entailment, and its impact
to CT skill. There were six points derived from
these questionnaires as follows.
The first, how students’ understanding on
the theory of reflective practice implementation
to learn critical thinking in class discussion. It
concern to students’ perception of cognitive
domain concerned with their understanding of
the theory of reflective practice, class discussion,
and critical thinking (Anderson & Krathwohl’s
Taxonomy, 2002, p. 215). Findings revealed that
students define the reflective practice as a
technique of learning through reflection, which
direct them to be more critical and full of
consideration. Meanwhile, the class discussion
was perceived as proper media to support the
reflective practice implementation. The findings
also revealed that some group of students
understands a critical thinking as learning
process through criticizes the given topic of
discussion in detail. Try to understand its
situation by observing and considering the effect
arose before taking some conclusion/decision.
Meanwhile, some others stated that critical
thinking as a process of thinking widely and
deeply about personal experience or particular
event. The last, most of students think that the
reflective practice implementation challenge
them to express opinion/idea/statement about
the given topic of discussion according to their
critical thinking process involving their own
experiences, which relate to the topic. Below are
some examples of students’ responses on the
above point.
Several students responded the concept of
reflective practice as “…an evaluative process on
the discussed topic by involving personal experiences,
which were used as a reference and a means of
consideration in decision making, consciousness,
utterance and/or action.” (Questionnaire item 1)
Several students had responded with
“Through this activity we can stimulus our memories
about the past events. Then, it can be our own
references when we are doing discussion. Usually,
these references help us to find/make a conclusion”.
(Questionnaire item 16)
The above paragraph in line with the
theory of target research in which explained by
Boud, Keogh, and Walker (1985). They said that
traditionally, to learn or do reflection, a person
need partners or group to share what he/she
wanted to share. In this case, discussion activity
was a favorite and proper media to support this
process. By the time of this activity, students
directly triggered to think critically, responded to
the sharing issues, and re-consider their past
experiences as a useful teacher.
The second, refer to this finding of
students’ possible behavior. The data analysis
revealed that students should behave positively
in term of affective domain. In this finding, it
covers their aspect of receiving, responding and
valuing (Anderson and Krathwohl’s Taxonomy,
2002:261). Aspect of receiving means that
students become aware of an attitude by feeling
enthusiast joining the activity. In addition, they
become aware the value of self-reflection. As for
Rezza Fatwassani, Sri Wuli Fitriati, Dwi Anggani L. Bharati/ EEJ 9 (2) 2019 144 - 156
152
responding aspect, students exhibit a reaction as
result of exposure to an attitude, behavior, or
value such as feeling empathy, respect to others,
shows a good manner in the class. Meanwhile,
perceiving to be confident, keep positive
thinking, and tried to enjoy the teaching and
learning represents students feeling concerning
aspect of valuing.
The Third, it concern to students’ possible
act. It revealed that students should act
positively in term of psychomotor domain. The
domain covers their aspect of awareness and
readiness of act (Simpson, 1972). Both of aspects
were represented by students’ responses. Most of
them stated that they would participate in the
class by connecting the given topic of discussion
with personal experience. They also could
improve their participation by expressing
opinion or statement, criticizing or giving
suggestion, telling the story of self-experience,
reflect on personal experience or past events,
and try to express it in English.
Students’ actions and behaviour were
needed to make sure that their expectation
would be happened. Furthermore, building a
good perception on the activity would benefit as
a stepping stone for their further actions and
behaviour. As Stein (2008) had stated that
students’ perceptions would influenced them to
assume the realities and direct it into action and
behaviour. Understand to this, the teacher had
prepared the classroom discussion, which might
possible to support students’ creativity in
learning critical thinking through practicing self-
reflection.
The fourth, revealed the possible effect
perceived by students after experiencing the
reflective practice in class discussion as the aim
to learn critical thinking. It revealed that
students tend to perceive with positive respond
rather than negative. In conclusion, most of
students perceived that they could feel enjoy
when implementing the reflective practice in the
classroom. They believe for being improved
regarding spoken English skill and critical
thinking skill. They could confident to reflect
and think the value taken from the given topic of
discussion/personal experiences. In additional,
entailing the class discussion could help them to
run the reflective practice. The both activities
suits students to learn critical thinking.
Furthermore, the effect could refer to their
affective domain such as being empathetic,
respect to others’ point of view, courage to speak
English, and want to reflect their weakness in
learning English. However, by the fact that there
were negative perceptions expressed by several
student indicated their uncertain in
implementing this technique.
The fifth, it display students’ perception
on their previous experiences when
implementing the reflective practice. The
findings revealed various responses from
students referring to the implementation. In
general, they employ the process of reflection
and collection of journals when discussing
related topic given by the teacher. They were
directed to be more active in searching
information before criticizing. Therefore, they
need some collaboration from each group
members to share any ideas or information. The
findings also revealed that students could be
happy if they able to run the activity such as
reflecting the discussed topic, criticize it, make a
debate, and make a conclusion. In the contrary,
the students perceive to avoid some situation
such being forced by the teacher or other
students to speak English when doing
discussion. They were very happy if they able to
participate and contribute in this classroom
event without burden. As for another parts of
findings revealed that trying to enjoy and learn
without burden could be the key for students
when implementing the above activity. In some
moments, the hardest part faced by students
could be caused by language obstacle, lack of
sources that correlated with the topic of
discussion, and lack of cooperation to success
the target activity.
The sixth, displayed students’ perception
on their expectations when implementing the
reflective practice. The findings revealed that
some of students expected for being able to
implement this technique better, easier, more
practical, and implemented in all kinds of
subjects. They also expect the class discussion
could simplify their teaching and learning
activity. While, some other students hope for
critical thinking skill improvement and have
courage to express their thinking in English.
Rezza Fatwassani, Sri Wuli Fitriati, Dwi Anggani L. Bharati/ EEJ 9 (2) 2019 144 - 156
153
Regard to the form of critical thinking itself,
most of students expects to be able to express
personal opinion with strong evidence. Some
students also expect to think and criticize the
topic of discussion broadly and deeply.
From all of six point, there were several
negative perceptions that could be a problem if
we do not count on its’ existence. It could be
warning for the students and target activity itself.
They would behave, acted, and expected the
classroom event negatively.
Considering the few of negative
perceptions, students’ lack the understanding of
reflective practice, critical thinking, class
discussion, and its affiliation in classroom
activity raised as a potential factor. It could also
misunderstand and disbelieving the item of the
questionnaire, which possibly caused students
giving such negative perceptions. As for in the
item 1, one students just did not know of how to
describe or explain on the concept of reflective
practice. Meanwhile, another one directly judges
the concept of reflective practice as a technique
that cannot help people (students) to speak
English.
CONCLUSION
The students had positive perception on
the implementation of reflective practice (RP),
which aimed to improve their critical thinking
(CT) skill when joining the classroom discussion
(CD). They stated it could increase their critical
thinking. In conclusion, students and teachers
are the main actor to play role in the success of
classroom activity. In this case, they should
consider constructing positive perception from
the beginning of the activity. Furthermore, the
reflective practice implementation in class
discussion should be based on clear instructions
and theoretical background to meet the teaching
and learning goal, especially for students who
aim to learn critical thinking.
REFERENCES
Alazzi, K. F. (2008). Teachers’ perceptions of
critical thinking: A study of Jordanian
secondary school socialstudies teachers.
Social Studies, 99(6), 243-248.
Aliningsih, F. (2015). English Teachers’ Perceptions
and Practices of Authentic Assessment (the
Case of English Teachers of Junior High
School in Grobogan, Central Java in
Implementing the 2013 Curriculum)
(Master’s thesis). Semarang State
University, Semarang, Indonesia.
Alwadai, M. A. (2014). Islamic Teachers’
Perceptions of Improving Critical
Thinking Skills in Saudi Arabian
Elementary School. Journal of Education
and Learning, 3(4), 37-48.
Anderson, L. W. (Ed.), Krathwohl, D. R. (Ed.),
Airasian, P. W., Cruikshank, K. A.,
Mayer, R. E., Pintrich, P. R., Raths, J., &
Wittrock, M. C. (2001). A taxonomy for
learning, teaching, and assessing: A revision of
Bloom’s Taxonomy of Educational Objectives
(Comp. ed.). New York: Longman.
Bolton, G. (2010). Reflective Practice: Writing &
Professional Development (3rd ed.). Los
Angeles, London, New Delhi, Singapore,
Washington DC: Sage Publication Ltd.
Boud, D., Keogh, R., & Walker, D. (1985).
Reflection: Turning Reflection into Learning.
New York: RoutledgeFalmer.
Braun, V., & Clarke, V. (2006). Using thematic
analysis in psychology. Qualitative
Research in Psychology, 3(2), 77-101.
ISSN 1478-0887 Retrieved from
http://eprints.uwe.ac.uk/11735
Casey, T. (2014). Reflective Practice in Legal
Education: The Stages of Reflection.
Clinical Law Review, 20(2), 317–354.
Changwong, K., Sukkamart, A., & Sisan, B.
(2018). Critical Thinking Skill
Development: Analysis of a New
Learning Management Model for Rhai
High School. Journal of International
Studies, 11(2), 37-48.
Choy, S. C., & Cheah, P. K. (2009). Teacher
Perceptions of Critical Thinking Among
Students and its Influence on Higher
Education. International Journal of
Teaching and Learning in Higher Education,
20(2), 196-204.
http://eprints.uwe.ac.uk/11735
Rezza Fatwassani, Sri Wuli Fitriati, Dwi Anggani L. Bharati/ EEJ 9 (2) 2019 144 - 156
154
Choy, S.C., & Oo, P.S. (2009). Reflective
thinking among teachers: A way of
incorporating critical thinking in the
classroom. Proceedings of TARC
International Conference on Learning and
Teaching, p, 197-202. Petaling Jaya,
Malaysia: Tunku Abdul Rahman College.
Choy, S. C., & Oo, P. S. (2012). Reflective
Thinking and Teaching Practices: A
Precursor for Incorporating Critical
Thinking into the Classroom. International
Journal of Instruction, 5(1), 167-182.
Cohen, L., Manion, L., & Morrison, K. (2007).
Research methods in education. London and
New York: Routledge.
Creswell, J. W. (2014). Research Design:
Qualitative, Quantitative, and Mixes Methods
Approaches (4th ed). Los Angeles: Sage
publication, Inc.
Demuth, A. (2013). Perception Theories [e-
book]. Retrieved from
https://www.scribd.com
Erlandson, P. (2014). Reflection and Perception
in Professional Practice. Indo-Pacific
Journal of Phenomenology, 14(1), 1-11.
Farrel, T. S. C. (1998, March). Reflective Practice
in an EFL teacher Development Group. Paper
presented at the 32nd Annual Meeting of
the Teachers of English to Speakers of
Other Languages, Seattle.
Farrel, T. S. C. (2006). Reflective Practice in
Action: A Case Study of a Writing
Teacher’s Reflections on Practice. TESL
Canada Journal, 23(2), 77-90.
Fitriati, S. W. (2015). Teachers’ Language
Ideologies and Classroom Practices in English
Bilingual Education: An Ethnographic Case
Study of a Senior High School in Central
Java, Indonesia (Doctoral dissertation).
University of Southern Queensland,
Queensland, Australia.
Goodloe, J. E. (2015). Promoting Critical Thinking
and Reflection in a Capstone Course for Adult
Learners (Doctoral dissertation). Walden
University, Minnesotta, United Stated of
America.
Gungor, M. N. (2016). Turkish Pre-service
Teachers’ Reflective Practices in
Teaching English to Young Learners.
Australian Journal of Teacher Education,
41(2), 137-151.
Halpern, D. S. (2003). Thought and Knowledge:
An Introduction to Critical Thinking. New
Jersey: Lawrence Erlbaum Associates,
Inc.
Hyacinth, T., & Mann, S. (2014). Reflective
Practice in Nigeria:Teachers’ Voices and
Experiences. Teaching English as a Second
or Foreign Language - Electronic Journal
(TESL-EJ), 18(3), 1-26.
Hinett, K. (2002). Developing Reflective Practice in
Legal Education. University of Warwick:
UK Center of Legal Education.
Jordi, R. (2011). Reframing the Concept of
Reflection: Consciousness,
Experientiallearning, and Reflective
Learning Practices. Adult Education
Quarterly: A Journal of Research and Theory,
61(2), 181–197.
Lai, E. R. (2011). Critical Thinking: A
Literature Review. Research Report.
Retrieved from
http://www.pearsonassessments.com/res
earch
Lewis, A. V. (2013). Reflective Practice: What is
it and how do I do it? Retrieved from
ro.ecu.edu.au/ecuworks2013/846
Kurfiss, J. G. (1988). Critical Thinking: Theory,
Research, Practice, and Possibilities.
Washington: ERIC.
Kuswandono, P. (2014). Voices of Pre-Service
English Teachers: Reflecting Motivations
during Practicum Learning. Teflin Journal,
25(2), 185-202.
Maarof, N. (2007). Telling His or Her Story
through Reflective Journals. International
Education Journal, 8(1), 205-220.
Mair, C. (2012, April). Helping Students Succeed
through using Reflective Practice to enhance
Metacognition and create Realistic Predictions.
Paper presented at HEA STEM
Conference, London.
Marin, L. M., Halpern, D. F. (2011). Pedagogy
for Developing Critical Thinking in
Adolescence: Explicit Instruction
https://www.scribd.com/
http://www.pearsonassessments.com/research
http://www.pearsonassessments.com/research
Rezza Fatwassani, Sri Wuli Fitriati, Dwi Anggani L. Bharati/ EEJ 9 (2) 2019 144 - 156
155
Produces Greatest Gains. Journal of
Thinking Skill and Creativity, 6(9), 1-15.
McDonough, J., Shaw, C., & Masuhara, H.
(2013). Materials and Methods in ELT: A
Teacher’s Guide (3rd ed.). West Sussex:
John Wiley & Sons, Inc.
Milad, A. A. (2016). Teachers’ Perception of the
Implementation of the Communicative
Approach to Teach Listening to Conversation
(the case of 10th Grade Teachers’ Lesson Plans
of Islamic Senior High Schools in Semarang
(Master’s thesis). Semarang State
University, Semarang, Indonesia.
Moon, J. A. (2004). A Handbook of Reflective and
Experiental Learning:Theory and Practice.
London and New York:
RoutledgeFalmer.
Mukhoyyar, A., Bharati, D. A. L., Mujiyanto, J.
(2018). Developing Problem-based
Speaking Assessment Model to Stimulate
Students’ Critical Thinking and
Creativity. English Education Journal, 8(4),
515-522.
Myers, P. Z. (2009). An Analysis of the Concept
Reflective Practice and an Investigation into
the Development of Student Teachers’
Reflective Practice within the Context of Action
Research (Doctoral dissertation). Brunel
University, London, United Kingdom.
Nurhayati, S. 2017. Teachers’ Perception and Their
Practices on the Use of First Language in
Teaching English (A case study in Junior High
School of Central Semarang) (Master’s
thesis). Semarang State University,
Semarang, Indonesia.
Nurwachid, Bharati, D. A. L., Rukmini, D.
(2018). Developing Discovery-Based
Writing Assessments to Stimulate
Students’ Critical Thinking and
Creativity. English Education Journal, 8(3),
350-358.
Osterman K. F. & Kottkamp R. B. (1993).
Reflective practice for educators: Improving
schooling through professional development.
Newbury Park, CA: Corwin Press.
Pavlovich, K., Collins, E., & Jones, G. (2007).
Developing Students’ Skills in Reflective
Practice: Design and Assessment. Journal
of Management Education, 20(10), 1-20.
Permatasari, R., & Bharati, D. A. L. (2015).
Students’ Perception on the
Implementation of Collaborative
Reasoning Discussions (CR). English
Education Journal, 5(2), 91-101.
Rahman, F., Khalil, J. K., Jumani, N. B.,
Ajmal, M., Malik, S., & Sharif, M.
(2011). Impact of Discussion Method on
Students Performance. International
Journal of Business and Social Science, 2(7),
84-94.
Ramirez, V. A. C. (2010). Students’ Perceptions
about the Development of Their Oral Skills in
English as a Foreign Language Teaching
Training Program (Master’s thesis).
Universidad Tecnológica De Pereira,
Risalda, Colombia.
Roberts, A. S. (2009). Encouraging reflective
practice in periods of professional
workplace experience: the development of
a conceptual model. Reflective Practice,
10(5), 633-644.
Ryan, M. E. (2015). Teaching Reflective Learning
in Higher Education: A Systematic Approach
Using Pedagogic Patterns. Cham,
Heidelberg, New York, Dordrecht, and
London: Springer.
Safari, M. U. K., & Fitriati, S. W. (2016).
Learning Strategies Used by Learners
with Different Speaking Performance for
Developing Speaking Ability. English
Education Journal, 6(2), 87-100.
Setiawan, A., Bharati, D. A. L. (2018).
Developing HOT Project-Based-Speaking
Assessment to Stimulate the Students’
Critical Thinking and Creativity. English
Education Journal, 8(3), 301-307.
Sofa, E. M. (2014). Group and Pair Discussion
Strategies in Teaching Speaking to Extrovert
and Introvert Students (Master’s thesis).
Semarang State University, Semarang,
Indonesia.
Stein, D. (2008). Teaching Critical Reflection.
Retrieved from
http://www.inspiredliving.com/business
/reflection.htm
http://orca.cf.ac.uk/view/cardiffauthors/A004590N.html
http://www.inspiredliving.com/business/reflection.htm
http://www.inspiredliving.com/business/reflection.htm
Rezza Fatwassani, Sri Wuli Fitriati, Dwi Anggani L. Bharati/ EEJ 9 (2) 2019 144 - 156
156
TAP into Learning. (2002). TAP into Learning:
Action + Reflection = Learning. Vol. 3,
Issue 2. Technology Assitance Program
(TAP). Retrieved from
http://www.sedl.org.tap
Tarjana, M. S. S. (2002). Bringing Reflections
into TEFL Classroom. Teflin Journal, 8(2),
152-162.
Thohir, L. (2017). The Effectiveness of
Question-Answer Relationships and Self-
Questioning Strategies in Improving the
Reading Ability of the Undergraduate
Students with Different Reading
Motivation Level. International Journal of
English Language. Literature in Humanities
(IJELLH), 5(11), 526-537.
Vezzosi, M. (2005). Critical Thinking and
Reflective Practice: The Role of Information
Literacy. Retrieved from http://dspace-
unipr.cineca.it/bitstream/1889/91/2/BP
100%20Vezzosi.pdf
Wihadi, M. (2012). Endorsing Reflective
Techniques to Proliferate Students’
Interactions and Utterances in a
Discussion Forum. Journal of English
Education, 1(1), 48-56.
Wood, D., & Kurzel, F. (2008). Engaging
Students in Reflective Practice through a
Process of Formative Peer Review and
Peer Assessment. Journal of ATN
Assessment Conference 2008. Retrieved from
http://www.ojs.unisa.edu.au
http://www.sedl.org.tap/
http://dspace-unipr.cineca.it/bitstream/1889/91/2/BP100%20Vezzosi.pdf
http://dspace-unipr.cineca.it/bitstream/1889/91/2/BP100%20Vezzosi.pdf
http://dspace-unipr.cineca.it/bitstream/1889/91/2/BP100%20Vezzosi.pdf
http://www.ojs.unisa.edu.au/