Learning from Journals and Reflective Questions Strategy: A Reflection of English Speaking Class

Abstract

Reflective teaching has been considered as a key measurement of the teaching and learning success. The addressed reflective questions and journals reflect on what the teachers and the students have done in their teaching and learning. this study is aimed at discussing the students’ and teacher’s reflection on their teaching and learning processes during their English-Speaking class. The data also draw conclusion on the students’ achievement of their speaking skill mastery. This article also undertakes reflection process and the responses on the reflective questions through authentic assessment. Those responses are discussed based on critical reflective approach and a certain framework of reflective approach in more descriptive qualitative approach. The findings of the study suggest that (1) reflective teaching in speaking class is required to train the students’ spoken language skills in their professional needs; (2) the students’ speaking skills are influenced by the students’ critical thinking skills to deal with their self-confidence to speak instead of considering their grammar and pronunciation faults, and (3) the use of journals and reflective questions is to prepare better learning activities merged to the students’ learning needs and wants.