Arab World English Journal (AWEJ) Volume 11. Number4  December 2020                                              Pp.272 -290
DOI: https://dx.doi.org/10.24093/awej/vol11no4.18 

 Full Paper PDF

 

Unpacking Reflective Practice in the Praxis of English Language Teaching in
Indonesia
 

Muhamad Ahsanu
Department of English Language Education
Faculty of Humanities, Jenderal Soedirman University
Purwokerto, Indonesia

Tuti Purwati
Department of English Language Education
Faculty of Humanities, Jenderal Soedirman University
Purwokerto, Indonesia 

Erna Wardani
Department of English Language Education
Faculty of Humanities, Jenderal Soedirman University
Purwokerto, Indonesia

 

 

Abstract:
This paper portrays the ways Indonesian English Language Teaching (ELT) practitioners review and reflect on their practice, seek to expand new ideas and techniques they can apply in their classrooms. This study aims to enhance our understanding of what it is actually that Indonesian ELT practitioners are doing, understanding, and what they are trying to achieve in their classroom activities. This study investigates explanative answers to a single research question: In what ways are Indonesian ELT practitioners reflective in their classroom practice? This study conducted at secondary schools and universities uses a qualitative approach, utilizing observation, interviews, and documents as data collection methods, and content analysis as a means of data analysis. This research involved four participants selected purposively and voluntarily. Its findings, analysis, and interpretation are presented descriptively. The major finding of this study suggests that Indonesian ELT practitioners are reflective in three ways: being reflective within the process of their teaching, known as “reflection-in-action, being reflective in their post-teaching referred to as “reflection-on-action, ” and being reflective in their future improvement planning known as “reflection-for-action.” The practitioners’ reflexivity  aims to improve the quality of their teaching, which can potentially affect the quality of their students’ learning. Thus, arguably Indonesian ELT practitioners have performed the praxis in their language teaching through reflective practice.
Keywords: English Language Teaching, Indonesia, praxis, reflective practice

Cite as:  Ahsanu, M., Purwati, T.,& Wardani, E (2020). Unpacking Reflective Practice in the Praxis of English Language Teaching in Indonesia.  Arab World English Journal11 (4) 272 -290.
DOI: https://dx.doi.org/10.24093/awej/vol11no4.18 

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Muhamad Ahsanu is a faculty member at the DepartmentofLanguageEducation of Humanities
Faculty of Jenderal Soedirman University. Ph.D. in Applied Linguistics (ELT) from the
University of Southampton. His research interests are Postmethod Pedagogy, Reflective
Practice, and Teaching Creativity.
https:/ orcid.org/0000-0001-7120-7322