Tresna Widya, Asri Siti Fatimah, Santiana Santiana


As one of the reflection tools for pre-service teachers, the students’ feedback becomes the basis for improving and developing their teaching skills. This reflection is really valuable so that they can use to evaluate the way they behave in their EFL classroom and to gather information from the students about their perceptions of teacher practice. In this study, the contribution of students’ feedback to the teaching performance of a pre-service teacher when doing teaching practicum was investigated. Using narrative inquiry design, this study focused on examining the experience of one of pre-service teachers during three months teaching practicum. Data were obtained from the diary written by the participant after teaching and getting feedback from six students in one of vocational schools in Tasikmalaya.  Furthermore, the data were analyzed using narrative analysis (Ozyildirim, 2006) in order to find the use and contributions of this reflection tool for her teaching performance. The findings show that students' feedback becomes the valuable tool encouraging the pre-service teacher to frequently reflect and evaluate what she did in the classroom. It helps her to see the progress of her teaching performance from the students’ point of view and also figure out her strengths and weaknesses in teaching. Therefore, she can usually create better teaching performance and provide effective interaction and techniques in the classroom.

Full Text:



Akinsanya, A., & Bach, C. (2014). Narrative analysis: The Personal Experience Narrative approach.

Anseel, F., Lievens, F., & Schollaert, E. (2009). Reflection as a strategy to enhance task performance after feedback. Organizational Behavior and Decision Processes, 110, 23-35.

Archer, J. C. (2010). State of the science in health professional education: effective feedback. Medical education, 44(1), 101.

Arsyad, Azhar. (2011). Media pembelajaran. Jakarta: Rajawali Pers.

Banoobhai, M. (2017). Can Student Feedback Improve Teaching and Learning? A Case Study at a University of Technology, Journal of Social Sciences, 51:1-3, 23-28.

Barhoumi, C., & Rossi, P. G. (2013). The effectiveness of the instruction oriented hypertext systems compared to direct instruction in e-learning environment. Contemporary Educational Technology, 4(4), 281-308.

Benson, P. (2014). Narrative Inquiry in Applied Linguistics Research. Annual Review of Applied Linguistics. 34, 154-170.

Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.

Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative research journal, 9(2), 27-40.

Bowers, P. H. (2017). A case study of photovoice as a critical reflection strategy in a field seminar. Field Educator, 7(2).

Calvert, C. & Hilliam, R. (2018). Student feedback to improved retention: using a mixed-methods approach to extend specific feedback to a generalizable concept. Open Learning: The Journal of Open, Distance and e-learning.

Casey, L. B., & Carter, S. L. (2016). Applied behavior analysis in early childhood education: an introduction to evidence-based interventions and teaching strategies. Routledge.

Castilla, A., Restrepo, M., & Perez-Leroux, A. (2009). Indivudial differences and language interdependence: A study of sequential bilingual development in Spanish-English preschool children. International Journal of Bilingual Education and Bilingualism, 1-16.

Claudia, M. E. (2015). Can low Skill teachers make good students? Empirical evidence from PIAAC and PISA. Journal of Policy Modeling, 37(2), 308-323.

Farrell, T. S. C. (2004). Reflective practice in action. Thousand Oaks, CA: Corwin Press.

Farrell, T. S. C. (2015). Reflective language teaching: from research to practice. London: Bloomsburg Academic.

Flodén, J. (2016). The impact of student feedback on teaching in higher education. Assessment & Evaluation in Higher Education.

Fontana, A., & Frey, J. H. (2008). The interview: From neutral stance to political involvement. In N. K. Denzin & Y. S. Lincoln (Eds.), Collecting and interpreting qualitative materials (115-160). Thousand Oaks, CA: Sage.

Guskey, T. R. (2002). Professional development and teacher change. Teachers and teaching, 8(3), 381-391.

Hattie, J. (2012). Visible learning for teachers : maximizing impact on learning. Abingdon: Routledge.

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81.

Hayati, A. (2010). The Effect of Speech Rate on Listening Comprehension of EFL Learners. Creative Education, 107-114.

Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching, 11(1), 47-71.

Latsanyphone, S., & Bouangeune, S. (2009). Using L1 in teaching vocabulary to low English proficiency level students: A case study at the National University of Laos. CSE Journal, 186-193.

Mandouit, L. (2018). Using feedback to improve teaching. Educational Action Research.

Markovic, D. (2007). Becoming a Reflective Practitioner: A classroom based research on mentor work with a novice teacher in Tuzia Canton.

Marsh, H. W., and Dunkin, M. J. (1992). “Students’ Evaluations of University Teaching: A Multidisciplinary Perspective.” Higher Education: Handbook of Theory and Research, 143–233.

Nelson, J., Christopher, A., & Mims, C. (2009). TPACK and Mobile: Transformation of teaching and learning. TechTrends: Linking Research & Practice to Improve Learning, 53(5), 80–87.

Okumus, K., & Yurdakal, I. H. (2016) peer feedback through SNSs (Social Networking Sites): Pre-service teachers’ view about using Facebook for peer feedback on microteachings. Ilkogretim online, 15(4).

Paradis, J. (2010). The interface between bilingual development and specific language impairment. Applied Psycholinguistic, 227-252.

Patterson, C. (2016). Nursing Students’ Reflections on The Learning Experience of a Unique.

Payne, R. (2015). Using rewards and sanctions in the classroom: pupils’ perceptions of their own responses to current behavior management strategies, Educational Review, 67:4, 483-504.

Quinton, S. & Smallbone, T. (2010). Feeding Forward: using feedback to promote student reflection and learning – a teaching model. Motivations in Education and Teaching International, 47(1), 125-135.

Ramaprasad, A. (1983). On the Definition of Feedback. Behavioral Science - LA English, 28(1), 4.

Reissman, C. K. (2002). Analysis of personal narratives. In J. Gubrium & J. A. Holstein (Eds.), Handbook of interview research: Context and method (pp. 695-710). Thousand Oaks, CA: Sage.

Richardson, J. T. (2005). “Instruments for Obtaining Student Feedback: A Review of the Literature.” Assessment & Evaluation in Higher Education 30 (4): 387–415.

Riley, N., Luban, D., Holmes, K., Gore, J., & Morgan, P. (2017). Movement-based mathematics: enjoyment and engagement without compromising learning through the easy minds program. EURASIA Journal of Mathematics Science and Technology Education, 13(6):1653-1673.

Tanang, H. & Abu, B. (2014). Teacher Professional Development and Professional Development Practices in South Sulawesi, Indonesia. Journal of Curriculum and Teaching, 3(3).

Timperley, H., A. Wilson, H. Barrar, and I. Fung. (2007). Teaching Professional Learning and Development: Best Evidence Synthesis Iteration. Wellington: Ministry of Education.

Villegas-Reimers, E. (2003). Teacher professional development: an international review of the literature. Paris: International Institute for Educator Planning.

Wade, R., C. (1996). Protfolios: a tool for reflective thinking in teacher education?. Teaching & Teacher Education, 12(1), 63-79.

Zalipour, A. (2015). Reflective Practice: Teaching Development Unit. The University of Wakaito.



  • There are currently no refbacks.






Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


Statcounter Global Stats - Browser, OS, Search Engine including Mobile  Usage Share

WebAnalytics Made Easy - StatCounter

TLEMC (Teaching and Learning English in Multicultural Contexts)
Program Studi Pendidikan Bahasa Inggris
Fakultas Keguruan dan Ilmu Pendidikan 
Universitas Siliwangi
Jl. Siliwangi No. 24 Kota Tasikmalaya - 46115

slot demo rtp slot slot online slot gacor RTP Delta88 rtp slot slot gacor terbaru sbobet88 Togel Online Slot Dana DELTA88 mix parlay Jasa pintar slot online slot bonus new member Situs Judi Bola slot qris situs judi bola Slot Bonus Slot Shopeepay Kumpulan Slot Gacor Terbaru Update-an Bulan Ini Gacor Gampang Menang Gampang Menang Atau Maxwin slot88 5k gacor slot gacor slot online slot zeus gacor88 bos9 slot Slot Gacor Slot Server Luar slot gacor stopbot stop bot Delta88 delta88 slot slot gacor slot gacor slot gacor toto88 slot online slot gacor slot gacor slot gacor slot gacor slot dana slot jepang slot dana slot gacor slot online slot shopeepay slot thailand slot77 slot gacor slot gacor slot gacor slot gacor result sgp slot dana slot maxwin slot online slot shopeepay slot online slot gacor slot online slot gacor parlay slot dana slot gacor slot online sbobet slot gacor slot gacor slot gacor slot dana slot gacor slot shopeepay slot gacor slot gacor slot gacor slot gacor slot gacor slot gacor slot thailand slot gacor slot gacor slot gacor slot gacor slot gacor slot gacor slot gacor slot gacor slot88 slot gacor slot gacor malam ini slot depo 25 bonus 25 slot deposit pulsa tanpa potongan slot gacor