Indonesian Teacher’s Self-awareness and Self-reflection

for Millennial Teacher Professional Development

Randy Zakaria

, Yayuk Widyastuti Herawati

Faculty of Teacher Training and Education, University of Kanjuruhan, S. Supriyadi 48, Malang, Indonesia

Faculty of Humanities, UIN Maulana Malik Ibrahim Malang, Malang, Indonesia

Keywords: Indonesian Teacher, Millennial Teacher Professional Development, Self-Awareness, Self-Reflection

Abstract: The aim of this study was to investigate the importance of self-awareness and self-reflection in developing

Indonesian teacher professional development to teach English as a foreign language (EFL). The design of

this study was descriptive qualitative. The result showed that self-awareness in Indonesian teacher

professional development was developed by all teachers to apply the standard of teacher competence

successfully in their teaching learning. All teachers also were evaluated on their self-awareness by using

interview about some strategies that they believed. Furthermore, self-reflection in Indonesian teacher

professional development investigated teachers’ English proficiency and teachers’ talks. All teachers had

good English proficiency such as grammar, pronunciation and vocabulary. The teacher also used two

languages in the classroom, mostly the teachers used English in explaining the lesson, but in some parts the

teachers used Indonesian to make students understand the lesson more.

1 INTRODUCTION

In Indonesia, English is learned at all levels of

education starting from kindergarten until university

level. It is learned to facilitate students in order to

increase their skill and developing their knowledge

about English. Teacher has crucial role in teaching

English. The Law of Teacher and Lecture

No.14/2005 presents teacher is a professional

educator who has major task to educate, teach,

guide, direct, asses and evaluate the learner on

education starting from pre-intermediate,

intermediate and intermediate to advance through

the formal education. Therefore, being a teacher is

not a simple profession but it is a challenge for most

teacher especially English teachers. English teachers

allow having a good competence and skill because

one factor that contributes to the benefit of teaching

and learning process is teacher. On the other hand,

teachers must make classroom activity effective so

that the national educational objective can be

achieved.

Teacher as the pioneer of outstanding teaching

has to have good competence to do educational task.

Professional teacher is a teacher who has the

capacities required to react the task of learning and

education (Kunandar, 2009). In teaching, the teacher

ought to have four criteria of good teachers as

technical knowledge, pedagogical skill,

interpersonal skill, and personal qualities (Brown,

2007) which is similar to criteria of qualified

teachers as used by Indonesian government. All the

criteria are required to be fulfilled by teacher. The

first criterion is pedagogic competency which

attends to how teachers are able to manage, plan,

implement and evaluate classroom activities

(Amania, 2016). The second criterion is professional

competency which indicates teachers’ mastery on

the materials in the classroom. The third criterion is

personal competence; teacher should have good

characteristics so teachers can be a model for their

students. The last criterion is social competence or

interpersonal skill; teacher should have good

relationship and communication with students and

society. Therefore, as the professional teacher must

to have those teacher competences based on (The

Law of Teacher and Lecture No.14/2005). In

developing teachers’ professionalism teachers ought

to have ability, experience and strength of

approaching the students to make the class fun,

comfortable and attractive to them, so they will

understand the lessons excitedly and interactively.

622

Zakaria, R. and Widyastuti Herawati, Y.

Indonesian Teacher’s Self-awareness and Self-reﬂection for Millennial Teacher Professional Development.

DOI: 10.5220/0009913406220628

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 622-628

ISBN: 978-989-758-458-9

Millennial teacher ought to be able to

comprehend the feels as right and comfortable with

and what the students’ needs and wants, yet teachers

are difficult to apply. Two such requirements to

process are the sense of self-awareness and self-

reflection in order to evaluate own performance in

teaching activities. The first requirement tells about

teachers who work with students in the classroom

need to know themselves. It means that teacher

should know their self-awareness in teaching

activity. Self-awareness is to understand their own

actions and how teachers affect themselves and other

people. Otherwise, self-awareness involves a more

accurate understanding of how students affect

teachers’ action and how teachers affect students as

well. Self-awareness is particularly important for

teachers who work with students in the classroom.

Unfortunately, teachers do not always highlight the

connection between teachers’ self-awareness and

their ability to build and maintain meaningful

relationship with students. It is important to

acknowledge teachers’ own personalities, prejudices

and individual psychological histories in order to

help shape their attitude and responses to certain

action. Teachers will never discover all their

emotions and build positive relationship with all

students or completely avoid counterproductive

power struggles. If teachers make conscious ongoing

effort to increase their own self-awareness, they will

likely enhance their effectiveness and job

satisfaction. Teachers are willing to be wise and try

new strategies will inevitably make some mistakes.

Furthermore, the second requirement is self-

reflection which is the willingness and ability to

judge one’s own performance in teaching activities.

The central goal of reflective teacher is to develop

about how teacher can improve their teaching to

have positive effects on students (Lee, 2005). Self-

reflection is the major basis of teacher self-

development which will provide the opportunities

for teachers to have a batter teaching performance.

These are four criteria for self-reflection such as a

meaning-making process, a systematic or disciplined

way of thinking, interaction and attitudes. Self-

reflection is viewed from two different sides:

process and progress. The process of self-reflection

deals with how one is able to conduct a self-

reflective thinking based on what has been going on

in their his or her classroom. In contrast, the

progress of self-reflection is the real improvement in

teaching performance.

There are some previous studies that have

investigated the importance of self-awareness and

self-reflection in some previous studies. Mostly the

studies were investigating teachers’ teaching

performance in order to have a batter teaching

performance, the researcher believe that these

strategies are certainly can evaluate own teaching

performance and behavioral in teaching English. The

first previous study was Reflection-in-Action

Teaching Strategies Used by Faculty to Enhance

Teaching and Learning (Ballard and Hyatt, 2012).

The researcher used a qualitative research design

and the result showed that the faculty recognize the

importance of reflective practice and also include the

requirement in their standards. The second previous

study was on Self-reflection on the Teaching

Practice of English as A Second Language:

Becoming the Critically Reflective teacher (Saylag,

2012). The researcher used a qualitative research

design. The result showed that self-reflection is

recommended to infuse values into a professional

identity and develop a deliberate code of conduct in

the final analysis. The third previous study was on

EFL Teachers’ Preferences for Teaching Learning

Activities in A Professional Development Course

(Yumru, 2015). The researcher used a qualitative

research design and the result showed that the

teachers value practical and experiential activities

that help them to learn how to observe and assess

their teaching practices and themselves as teachers.

The fourth previous study was on Multimodal

Feedback Provision in Improving Pre-Service

Teachers’ Competence (Yusuf et.al., 2017). Those

researchers used an experimental design as a part of

field experience. Based on the result, pre-service

teachers indicated an improvement significantly in

seven out of eight teaching aspect after multimodal

feedback provision.

1.1 Research Question

This study tries to answer research question How do

self-awareness and self-reflection influence the

millennial teacher professional development?

2 METHOD

2.1 Research Site

This present study was conducted at Desa Inggris

Singosari, this course is one of private institutions

which develop English learning environment for its

students and is categorized as a good course. Desa

Inggris Singosari is a brand of an English course that

is Indocita Foundation which has been established

since June 6

, 2008. Indocita Foundation had got

Indonesian Teacher’s Self-awareness and Self-reﬂection for Millennial Teacher Professional Development

623

achievement from Malang Regent as Desa Inggris

Singosari in September 15

, 2013. Desa Inggris

Singosari is located on Pesantren Street 26

Randuagung Village Singosari Sub-District Malang

Regency. Desa Inggris Singosari has good quality in

teaching and automatically the teachers in this course

also have good quality in teaching especially in a

way of teaching EFL (English Foreign Language).

2.2 Research Subject

The trainers and students of Desa Inggris Singosari

participated in this study. There were seventy-five

students who joined a Smart Holiday English Camp

program conducted by Indocita Foundation for ten

days in April 2018. Four trainers who taught in

Smart Holiday English Camp Program as main

trainers were also the subjects of this study.

2.3 Data Collection

The data were collected by using two instruments

such as questionnaire and interview. The first is

distributing questionnaires. The questionnaire was

given to seventy-five female students. This

questionnaire was conducted to obtain the

information from the students based on their point of

view. Distributing questionnaire is consisted of nine

open-ended questions in order to gain students’

contribution in giving information about their

responses to teachers’ teaching performance in the

class. The second is an interview which given to the

teacher. The interview was given to four students of

Smart Holiday English Camp and four main trainers.

The questions related with all aspect about teachers’

teaching performance. The first interview was given

to the students which were given to one student of 4

classes. The second interview was given to four

main trainers. The questions for the trainers had

something to do with the ways to evaluate own

teaching performance and the way to manage

emotion and behaviour in teaching. In collecting the

data from interview, the researcher used steps as

follow: The research prepared some question that

would be asked to teachers and students, he

researcher also prepared recorder to record their

answer, the researcher asked and talked in a friendly

way based on the questions that had been prepared

and the researcher recorded their answer.

2.4 Data Analysis

The final activities in a research were analysing and

interpreting the data collected and presenting the

result. Data analysis in qualitative research is a time-

consuming and difficult process because typically

the researcher faces massive amounts of field notes,

interview transcripts, audio recordings, video data,

reflections, or information from documents, all of

which must be examined and interpreted (Ary et al.,

2010). Meanwhile, analysis involves working with

the data, organizing them, breaking them into

manageable units, synthesizing them, searching for

patterns, and discovering what is important and what

is important and what is to be learned and deciding

what you will tell to other (Bogdan and Biklen,

2006). It means that, data analysis is a process of

editing, coding or classifying the data. By using data

analysis, it was easier for the researcher in writing

the report. The purpose of data analysis is to

simplify the data so that it is easier for the researcher

to interpret and make conclusion.

3 RESULTS AND DISCUSSIONS

3.1 Research Finding

This study was found generally in developing

teachers’ behavioural toward the ways teachers’

teaching, the subject provided themselves by

fulfilling teacher’s competence and making self-

awareness. Standard Competence of teacher refers to

the competence which must have by the teacher as

professional, which are pedagogy, professional,

personal and social competences. The researcher

classified the finding of teachers’ ways in

developing all teachers professional by using self-

awareness. It was collected from the result of having

interview to all English Teachers who taught in

Smart Holiday English Camp and also four students

from each class. All teachers had similarities, the

four competences applied in their teaching learning

process. They had good skill as a teacher; such

managed the class very well and used variation in

the methods and approaches when they were

teaching. Before starting the lesson, they prepared

the lesson plan to make their teaching and learning

process run well. Besides that, they built good

relationship with their students, other teacher and

students’ parents. They also always gave motivation

to respect to their students, because all teachers

knew the role as a teacher not only teaching, as a

controller, tutor, and resource, but also as a parent in

joining the program. Related to it, all teachers, they

had criteria as a professional teacher and they fulfil

standard competence of teacher. On the other hand,

all teachers always evaluated their self-awareness by

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using some strategies that they believed it. T1 used

different strategy than other teachers in order to get

better teaching. Even though they had different

strategy to evaluate their self-awareness, they still

had a purpose to have a batter teaching skill to be a

professional teacher.

In this study, questionnaire and interview were

found generally to develop teaching performance

through teachers’ English proficiency and teachers

talk. The subjects were evaluated by the students in

order to know students’ felling or opinion to

teachers’ English proficiency and teachers’ talks by

fulfilling the questionnaire, it also supported by

doing interview to teachers. As the result of

questionnaire above on April 13

2018, it showed all

teachers’ English proficiency and his talk which had

been evaluated by students after the classroom

activity was done. All teachers had English

proficiency well such as grammar, pronunciation

and vocabulary. Each teacher also had their own

ways to evaluate their English proficiency such as

T1 used students’ observation, T2 and T3 used

similar strategy that was peer observation and T4

used video recording. All those ways are to increase

teachers’ English proficiency. All teachers used

English in explaining the lesson whether some

teachers used Indonesian to make sure students’

understanding or the teachers used English whatever

the condition was. All teachers always gave positive

statement to students in order to increase students’

ability in all lessons.

3.2 Discussion

The findings in this study showed that the ways

teachers developed their teacher professional

development by using self-awareness and self-

reflection had different effort from all teachers in

making better teaching skill and teaching

performance. The strategies challenged the teachers

to develop a lot their professionalism as a good

teacher. Those strategies also had some advantages

for the teachers.

The first benefit is that the teachers used to

implement in their teaching. The teachers also had a

lot way to develop the skill in teaching. As a result,

teachers could develop their teaching skill and

teaching performance.

3.2.1 Self-awareness in Teacher Professional

Development

All teachers who taught in Smart Holiday English

Camp at Desa Inggris Singosari fulfilled teachers’

competence toward the ways teachers’ teaching in

classroom. They applied the four competences in

teaching and learning such as in pedagogy. They

planned their teaching by providing syllabus and

making lesson plan. Before teaching, they prepared

the material and made some lists of question that

gave to their students. The subjects’ efforts

supported that effective teachers are well-prepared.

Part of this preparation focuses on the teachers’

knowledge and teaching skill (Harmer, 2007). All

teachers explained the teaching material very well.

Teachers also made the class run well although

unexpected event happened by making another

activity in the class.

The technique, knowledge, skills and model are

the most perspective on teaching-learning activity

which emphasize the knowledge and skills. Those

are acquired by teachers which contribute to

classroom activity (James and Susan, 1997). It deals

with all teachers, in teaching they used some

methods and media and used different model of

learning to deliver the material. Through the media,

the students could understand easily the lesson. The

students were more interested and attracted in the

classroom. The use of methods in teaching to use

different teaching approaches and methods can

provide teachers with basic teaching skills that they

can add to as they develop teaching experience

(Richards and Rodgers, 2001). In the end of class,

all teachers evaluated the teaching and learning by

giving students some questions or performances.

They also reviewed the material to know how far

their students understand with the material. For

further clarification of success of a lesson, teacher

can ask their student at the end of class, and the

answer can assist teacher with next lesson (Richards

and Renandya, 2002). If the student could answer

the question or task from the teacher, it meant they

understood about the material, and the teacher could

prepare the future lesson for the next day.

As teachers, they did not only deliver the

material but how the teacher could build the good

relationship, gave the intrinsic support such as

motivation to their students. Giving motivation and

support to the students were very important because

when the teacher respected, the student would enjoy

with the lesson. Teachers who respect students do

their best to see them in a positive light. They are

not negative about their learner or in the way they

deal with them in the class. They did not react with

anger or ridicule when students do unplanned things,

but instead use a respectful professional to solve the

problem (Harmer, 2007). Good relationship could

occur as the result of teacher and students interaction

Indonesian Teacher’s Self-awareness and Self-reﬂection for Millennial Teacher Professional Development

625

and the way of teacher listen to and treat the students

in the class. All teachers do not only build good

relationships with the student, but with the other

teachers and students’ parents also. Sometime when

the student had problem the teacher and the parent

should discuss together and find the solution. Beside

The teachers built good relationship, all teachers had

ability which is mature, steady, consistent and wise,

all teachers had good behavior and could be a model

for the students. All of the competences have been

fulfilled by all teachers. They applied the

competence such as pedagogy, personal,

professional and social in their teaching. It

accordance with Standards of academic

qualifications and competence of teacher no 16,

2007 that becomes a professional, teacher should

fulfill four competences.

On the other hand, the teachers needed to

evaluate themselves toward their self-awareness.

They have their own way and strategies to develop

their self-awareness in order to increase their

teaching skill. By using some strategies, teachers

could know how aware teachers were in the ways

teachers’ teaching. T1 used different strategy than

other teachers, T1 wanted to follow what the

students evaluated to him. As it was used students’

evaluation responsibly that Students’ evaluations

suggest strongly that systems for gathering students’

feedback should be accompanied by the teacher. T1

purposed to know the result of students’ evaluation

in order to make the class as what students have

evaluated. Other teachers kept a teaching diary.

Keeping a teaching diary is a very valuable activity

whether you will teach in the same program or other

program (Richards and Rodgers, 2001). Whatever

the strategy is used by the teachers, self-awareness is

important thing to know your ways in developing

your teaching skill in classroom.

Self-awareness is the capacity to take oneself as

the object of though, People can think, act and

experience, and they can also think about what they

are thinking, doing, and experiencing. People can

focus attention on the self or on the external

environment (Duval and Wicklund, 2001). Self-

focused, people compare the self with standard of

correctness that specify how the self ought to think,

feel, behave. When people focus attention on the

self, they compare the self with standards, try harder

to meet standards, and show stronger emotional

responses to meet or fail to meet a standard. Similar

as the result above, in teaching teachers think about

what they are thinking, doing and experiencing to

classroom activities. The teachers also compare their

teaching with standard of teacher competence such

as pedagogy, professional, personal and social

competence. The result shows that the teachers are

successfully in comparing and applying the standard

of teacher competence in their teaching activity

started from before till after the classroom.

3.2.2 Self-reflection in Teacher Professional

Development

All students who joined in Smart Holiday English

Camp at Desa Inggris Singosari filled the provided

questionnaire in order to evaluate the teachers’

English proficiency and teachers talk in the

classroom. English proficiency included three

English components such grammar, vocabulary and

pronunciation. All teachers were able to use a good

English component in teaching whether through

speaking or writing such as in grammar, all teachers

always used grammar accurately in the class.

Grammar focuses on some rules in the word and

sentences form. Applying grammatical rules in

speaking make someone easier to comprehend the

word and sentences. In vocabulary, all teacher

always used easy vocabulary in order to make

students understand what the teachers speak.

Teachers know that vocabulary is a list of words

with the meanings (Manser, 1995). By using easy

vocabulary, the teachers and students could make

relation in speaking. In pronunciation, all teachers

also used pronunciation which was easy to

understand. As we know that pronunciation of a

language is the main components of speech which

combine together (Hewings, 2004). Pronunciation is

considered as the most important things that the

teachers should master in order that the teachers

could communicate appropriately and fluently, even

the teacher always used the easy pronunciation. The

way somebody says or conveys message is also

related to the meanings. Being carefully in

conveying something is really needed. Like the

pronunciation of “bad and bed” for instance. It has

similar pronunciation while it has different

meanings. By using a lot of grammar accurately,

easy vocabulary and easy pronunciation made the

teachers easy in explaining the lesson. The teachers

also could speak English fluently. Having fluent

speaking made the teachers easier in pronouncing

the words. Even though the teachers have been able

to speak fluently, it was still possible to make

mistakes in speaking.

As teachers had to consider the English

proficiency, in the class all the teachers always

spoke a lot in explaining the lesson. The teachers

used two languages when the teachers were teaching

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in the class. Two languages used by the teachers

were English and Indonesia. In whole time at the

class, the teachers almost used English in explaining

the lesson, giving instruction and dealing the task.

By using English made students able to understand

English in the lesson. Sometimes the teachers used

Indonesian in their teaching, when the students did

not understand in some part of their lesson. By using

Indonesian made students easier to understand in

some part that they did not understand the teachers’

instruction or the task. Having two languages make

students enjoyed with the class and would not be

bored in joining the class. The students also felt that

the teachers always gave positive statements in their

understanding the lesson. Teachers used appropriate

ways in making the students’ understanding. All

English proficiency and teachers talk have been

fulfilled by all teachers. They used English

proficiency in good ways such as grammar,

vocabulary and pronunciation. For teachers’ talk, the

teachers should know the time when the teachers

spoke English and Indonesia in order to make their

students enjoyable with the class.

On the other hand, the teachers needed to

evaluate themselves toward their self-reflection.

They had their own way and strategies to develop

their self-reflection in order to increase their English

proficiency and teachers talk. Each teacher used

different strategies in evaluating their self-reflection.

T1 always wanted to follow what the students

evaluated to him, as it was used students’

observation. T2 and T3 asked other teachers to

observe their teaching activities in the class. As it

was peer observation, T2 and T3 felt that by peer

observation made them know what they needed to

repair it. T4 asked one teacher to record her teaching

in video. T4 always evaluated her English

proficiency and her talks by watching her own

performance in class. Whatever the strategies used

by the teachers, self-reflection has the central goal

which is to develop teachers’ reasoning about why

they employ certain instructional strategies and how

they can improve their teaching to have positive

effect on students (Lee, 2005).

Self-reflection is the major basis of teachers’

self-reflection which will provide the opportunities

for teachers to have a better teaching performance.

Self-reflection of teaching beliefs and practices

requires the cooperation of students or other teachers

who are willing to observe, listen to and discuss

teaching performance of a teacher (Gebhard, 2000).

Teachers’ self-reflection requires thoughtful plaining

followed by careful implementation with feedback

to ensure it. Similar as the result above, in this

study, the researcher asks for the cooperation of

students and other teachers to help the teachers in

getting feedback for their better teaching

performance.

In conclusion, self-awareness in teacher

professional development shows that teachers are

successfully in applying the standard of teacher

competence in their teaching activity and the

teachers are able to evaluate themselves by using

some strategies toward teachers’ strategies which

focuses on the way teachers’ teaching in the

classroom. In contrast, self-reflection in teacher

professional development shows that teachers are

able to evaluate themselves by asking for help to

students and other teachers. It focuses on teachers’

English proficiency and teachers’ talks in teaching

activities.

4 CONCLUSION

This study has a purpose to investigate the ways

teacher develop their teacher professional

development by using self-awareness and self-

reflection. Self-awareness is to understand their

actions about how teachers teach students and how

students affect the teachers. Self-reflection is the

ability to evaluate teachers’ performance in teaching

activities to have a better teaching performance.

There are some strategies which support teacher

professional development. In this study the

researcher had investigated some strategies which

supported to evaluate the teacher professional

development at Desa Inggris Singosari.

All teachers had similar ways in developing their

teacher professional development. All of them also

applied those competences in the standard of teacher

that they had (pedagogic, professional, personal and

social competence) in the teaching learning process.

It was very needed to become professional in this

modern era; students’ need about education would

also increase. Furthermore, the researcher found the

different thing among them. Teachers also made

self-awareness and self-reflection for themselves in

teaching. It related with how they are teaching

regularly, if any some lacks in their teaching they

tried to correct it in other class. Between certified

and non-certified teacher had similar efforts they did

in developing their professionalism.

The results of questionnaire showed that all

teachers had good quality in their English

proficiency, while in teachers’ talks showed that all

teachers almost used English in explaining the

lesson in whole time at classroom. The teachers did

Indonesian Teacher’s Self-awareness and Self-reﬂection for Millennial Teacher Professional Development

627

not only use English in their teaching, but also used

Indonesian in order to make sure the students’

understanding in some parts of the lesson. Teacher

also made self-reflection for themselves in English

proficiency and teachers’ talks. It related with how

they used the English component well in the lesson

and how they used two languages in teaching. If the

teachers have some lack in English proficiency and

teachers’ talks, they tried to correct it in the next

day.

All teachers had different ways to be

professional and good teacher. Even they had the

different way, every teacher wants to become

professional, as professional teacher, they did not

only deliver the material, but they also had some

works or task to making the students be better in

their study and in their life.

ACKNOWLEDGEMENTS

The study reported in this article is based on the

authors’ degree of Sarjana project at University of

Kanjuruhan Malang, Indonesia. The authors would

express their gratitude to Mr. Khoirun Nadhir as the

director of Indocita Foundation who has permitted to

conduct the research in his institution and trainers

and students of Indocita Foundation at Desa Inggris

Singosari for their participation with patience and

passion in the present study.

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