CRITICAL REFLECTION INSTRUMENT IN MICROTEACHING CLASS: A RESEARCH AND DEVELOPMENT IN ENGLISH DEPARTMENT TEACHERS COLLEGE UNIVERSITAS PELITA HARAPAN

Teachers should possess reflective skills. They need to continuously evaluate teaching and learning process. Not only that, teachers also need to plan for follow-up action. This reflection skill is not only to analyze phenomenon in the surface but also to dig teachers’ perspective deeper as well as to investigate the core of their teaching which is related to the teacher him/herself, their students, field of study or subject, and the community. This is based on Smith’s domain of critical reflection which are personal domain, interpersonal domain, contextual domain, and critical domain (2011). To possess such skill, student teachers need to be equipped with the ability to do critical reflection even in their first years. This critical reflection skill supports student teachers to be more professional. However, there is still open question about whether student teachers are acquiring this essential skill and are further equipped with this critical skill during their study and practicum. Thus, to be able to equip student teachers with this ability, a clear and intentional effort must be conducted. One of the activities to equip student teachers is Microteaching. It also gives the opportunity to apply the theory into an observable practice. Student teachers need to be prepared to write critical reflection intentionally and directly after teaching in the Microteaching class. The result of the reflection can be analyzed to study student teachers’ ability of doing reflection critically towards their own teaching and learning process. This research aims to develop an instrument for Critical Reflection in Microteaching class for English Department students. This research and development is using instructional model by Dick and Carey which consist of some steps such as identifying instructional purpose, conducting instructional analysis, identifying students’ characteristics and environment, formulating performance goals, and developing instruments for assessment. Finally, this research will result in a ready-to-use Critical Reflection instrument for student teachers in Microteaching class