Utilizing Reflective Teaching and Text Models for Increasing Students’ Participation and Achievement in Writing Class

Abstract

Reflective Teaching approach has been addressed to give beneficial contribution to learning achievement and learning attitude. Studies on Reflective Teaching Approach assure teachers to utilize the approach in their teaching and process. Dealing with the above consideration, the purpose of the study was to explore the impact of the implementation of reflective teaching combined with the use of text models for fostering students’ participation and achievement in writing. This study employed a mixed-method approach by incorporating qualitative and quantitative research. The study used observation and interviews with 20 English as a Foreign Language students to investigate the impact of practicing reflective teaching by the teacher on students’ participation. Additionally, Pre and Post-tests were applied to reveal whether the use of text models applied by the teacher could increase student achievement in writing. The results indicated the significant impact of the use of reflective teaching combined with text models on both students’ participation and achievement in writing. Therefore, the study recommends the utilization of reflective teaching combined with text models in writing courses.