AN ANALYSIS OF STUDENTS’ LEVEL OF REFLECTIVE THINKING

IN THEIR LEARNING JOURNAL

(A Content Analysis Qualitative Design on Paragraph-based Writing Course)
(Qualitative Design)

UNDERGRADUATE THESIS PROPOSAL

Arranged Submitted as one of the partial fulfillment of the requirement to obtain a

Bachelor Degree in English Education

ArrangeWrittened by:
AUDREY AKBARIA ADINDA PUTRI
2223160083

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF SULTAN AGENG TIRTAYASA
2020
 PRONOUNCEMENT

Hereby the Author of this Undergraduate Thesis:

Title : An Analysis of Students’ Level of Reflective Thinking in
Their Learning Journal (A Content Analysis on Paragraph-
based Writing Course)
Name of Student : Audrey Akbaria Adinda Putri
Student Number : 2223160083
Faculty : Teacher Training and Education

Stated whole-heartedly that this undergraduate thesis proposal is originally made

by the researcher. It is neither a plagiarism nor made by others. The things related
to other people’s works are written in quotation and included within bibliography.
If it is proved that the researcher cheats, the researcher is ready to take the
responsibility.

Serang, March 2020

Audrey Akbaria Adinda Putri

2223160083
 THESIS APPROVAL

Name : Audrey Akbaria Adinda Putri

NIM : 2223160083

Study Program : English Education Department

Thesis Title : An Analysis of Students’ Level of Reflective Thinking in

Their Learning Journal (A Content Analysis on Paragraph-
based Writing Course)
has been approved and examined before the board of examiners
Faculty of Teacher Training and Education
University of Sultan Ageng Tirtayasa

Thesis Advisor I, Thesis Advisor II,

Dr. Murti Ayu Wijayanti, M.Pd. Dr. Dina Rachmawati, S.S., M.Pd.
NIP 19821024200801 2 008 NIP 19821206 201504 2 002

Chairperson, First Examiner, Second Examiner,

Dr. Murti Ayu Wijayanti, Dr. Dina Rachmawati, S.S.,

M.Pd. M.Pd.
NIP 19821024200801 2 008 NIP 19821206 201504 2 002

Approved by

Dean of Teacher Training and Education, Head of English Education,

Dr. Dase Erwin Juansah, M.Pd. Drs. Pupun Sampurna, M.Pd.

NIP 197707 26200312 1 001 NIP 19670909 199601 1 001

i
 PREFACE

This thesis proposal will be a partial fulfillment for the Bachelor Degree in
English Education of Teachers Training and Education in University of Sultan
Ageng Tirtayasa titled “An Analysis of Students’ Level of Reflective Thinking in
Their Learning Journal (A Content Analysis on Paragraph-based Writing
Course)”. The study will be conducted in FKIP University of Sultan Ageng
Tirtayasa. It is located on Jl. Ciwaru Raya, Serang, Banten.
Author would firstly like to thank God for the blesings that this thesis will
be completed. Author would also like to thank all supportive people who will be
involved in this research, Dr. Murti Ayu Wijayanti, M.Pd. and Dr. Dina
Rachmawati, S.S., M.Pd. for the valuable feedbacks.
Furthermore, many people are appreciated for their assistance, family for
the love and friends for times spent.
Lastly, may this thesis proposal be useful for readers and future rsearchers.

Serang, March 2020

Audrey Akbaria Adinda Putri

ii
 TABLE OF CONTENT

PRONOUNCEMENT

THESIS PROPOSAL APPROVAL

THESIS APPROVAL.............................................................................................i

PREFACE...............................................................................................................ii

TABLE OF CONTENT.......................................................................................iii

LIST OF FIGURES...............................................................................................v

LIST OF TABLES................................................................................................vi

APPENDICES......................................................................................................vii

ABSTRACT.........................................................................................................viii

CHAPTER I INTRODUCTION...........................................................................1

1.1 Research Background....................................................................................1

1.2 Identification of Problem...............................................................................4

1.3 Research Questions........................................................................................4

1.4 Research Objectives.......................................................................................4

1.5 Research Scope..............................................................................................4

1.6 Research Significance....................................................................................5

CHAPTER II REVIEW OF RELATED LITERATURE..................................6

2.1 Reflective Thinking........................................................................................6

2.1.1 Concept of Reflective Thinking..............................................................6

2.1.2 Level of Reflective Thinking..................................................................7

2.2 Reflective Journal..........................................................................................9

2.3 Paragraph-based Writing..............................................................................14

iii
 2.3.1 Paragraph..............................................................................................14

2.3.2 Writing..................................................................................................18

2.4 Previous Related Studies..............................................................................23

CHAPTER III RESEARCH METHODOLOGY.............................................26

3.3 Research Method and Design......................................................................26

3.4 Research Site and Participant.......................................................................26

3.5 Data Collection Technique...........................................................................27

3.5.1 Documentation......................................................................................28

3.5.2 Questionnaire........................................................................................28

3.6 Data Analysis Technique.............................................................................29

BIBLIOGRAPHY................................................................................................33

iv
 LIST OF FIGURES

Figure 1. Stages of the writing process..................................................................20

v
 LIST OF TABLES

Table 1. Central themes of open-ended questionnaires.........................................29

Table 2. Recap of students’ level of reflective thinking in their journals..............31

vi
 APPENDICES

Appendix 1. Reflective Thinking Levels

Appendix 2. A Student’s Reflective Journal

Appendix 3. A Student’s Writing Product

Appendix 4. Students’ Open-Ended Questionnairres

vii
 ABSTRACT

Keywords:

viii
 CHAPTER I

INTRODUCTION

1.1 Research Background

Reflective thinking is one essential factor of students’ writing skill

development because of two reasons. First, reflective thinking involves students’

direct and active contribution to uncover their personal happenings in which

students are interacting with their experiences so they become conscious about

what they have done [ CITATION Dym03 \l 1033 ]. Second, reflective thinking is

done in a way that students build conscience of seeking for new meanings which

are reflected. In different domains, meanings of their reflective thinking can

change whether into different perspectives, different biased dimension, and

different sympathy [ CITATION Dym03 \l 1033 ]. Moreover, reflective thinking

is in need of time and opportunity in order to develop required essential cognitive

skills [ CITATION McN90 \l 1033 ] while it cannot be certain that every students

have adequate quality required to do that. Despite of its popularity, it is found that

some students simply hand story about their activities with bit to even no order at

all [ CITATION Mil08 \l 1033 ] as the product of their reflective thinking, some

students are not accustomed to be obliged in doing reflective practices which what

causes low leveled reflectivity in their writing [ CITATION Dym03 \l 1033 ].

Thus, students’ direct contribution of reflecting experiences and reflective

thinking related procedure most likely lead students to find new input which

expected to give space for better future doings and smoother content-making in

1
writing process, however, skills are required to avoid little to no-reflective

writing.

Procedures in doing and realizing reflective thinking can be done through

various reflective practices. In this case, journal as a tool for reflective practice

has gained significant stake in the implementation of reflective practice. There are

two points on why reflective journal’s winning. Firstly, reflective journal gives

space for self-assessment because the writer is also acting as the reader, so the

chance for revising imperfections is huge, in addition to that Kerka (1996) reveals

that journal writing gives chance for students to “articulate connections between

new information and what they already know” (p.2), in other words the

experience that the journal writing carries is also the chance for students to

observe their progress. Secondly, reflective journal includes reflective thinking

levels as the major categorization of the quality of students’ reflection. Hatton and

Smith (1995) through their study categorized four types of reflection which are

descriptive writing, descriptive reflection, dialogic reflection, and critical

reflection. It can be inferred that the fact that students can monitor their progress

through self-assessment in reflective journal and the existence of reflection level

categorization show why reflective journal is suitable for realizing reflective

practice, it is also the major premiss of why a lecturer in 2019/2020 Paragraph-

based Writing course of 3rd semester student in English Department of Sultan

Ageng Tirtayasa University actually used reflective journal writing as an attempt

to uncover students’ level of reflection and how it contributes to the quality of

their writing products, the reflective thinking is aimed by encouraging students to

write reflective journal.

2
 Regarding to the attempt of developing students’ writing skill, mostly,

researchers focus on how certain approaches or methodologies are used, to the

closest reflection matter, only the general concept of it was investigated while

there was vacancy of studies trial to investigate level of reflective thinking in

particular course and particular target. Recently, Nurfaidah, Lengkanawati, and

Sukyadi (2017) conducted relatable research about reflective practices in teaching

scope. The research focused on analyzing the EFL pre-service teachers’ levels of

reflection, it was proven that levels of reflection warrants the quality of the

teachers’ reflective thinking[CITATION Hat95 \l 1033 ]. Another study had been

was conducted by Gil-Garcia and Cintron (2002), the research unveileds how

reflective journal wasis used for the teachers and admnistrators as a tool to

develop learning and professionalism., iIt was proven that when teachers and

administrators reflect on what teaching really means upon their practices, they

also developed their learning and professionalism. In other words, those studies

above mostly focused on teachers’ reflective journal, such emptiness of reflective

thinking level territory on students’ point of view of journal writing needs to be

filled with a study with different perspectives related to new region of course and

new target of participants. *

Albeit plentiful studies indicate the reflective journals as tool to delineate

the level of reflection, there is a drawback of studies that in particular analyze

students’ level of reflection within the particular pedagogical setting of Paragraph-

Based writing course. Therefore, this study attempts to investigate 3 rd semester

students’ level of reflective thinking in their journals during their learning

3
activities in Paragraph-Based writing course 2019/2020 of English Department in

Sultan Ageng Tirtayasa University.

4
1.2 Identification of Problems

The problems of this study are formulated into two points, they are:

1. Students Students wereare not accustomed in doing reflective practices.

2. Students’ level of reflective thinking arelevel of reflective thinking was still

low.

1.3 Research Questions

According to the problems, the identified research questions are:

1. What level of reflective thinking do the students have?

2. How do their reflective thinking contribute to the quality of the

text they produce?

3. How do students respond to the use of reflective journal?

1.4 Research Objectives

According to the research questions, this proposal attempts to:

1. Analyze students’ reflective thinking levels.

2. Analyze the contribution of reflective thinking toward the quality

of students’ produced texts.

3. Analyze students’ responses to the use of reflective journals.

1.5 Research Scope

This research will reveal higher educational students, particularly 3rd semester

students’ level of reflective thinking in their journals based on the reflectivity

categorization theory of Hatton & Smith which includes descriptive writing,

descriptive reflection, dialogic reflection and critical reflection during their

5
Paragraph-Based writing course in 2019/2020 English Education Department of

Sultan Ageng Tirtayasa University.

1.6 Research Significance

This study is significant in two aspects. First, theoretically,…Secondly,

practically… The significance of this study includes:

1. Theoretically

The expected result is that students’ levels of reflection are varied. This

study will be built as a reference to other researchers who want to study

intensively about reflective thinking level. It also contributes to the theory of

reflective thinking and the theory of teaching Paragraph-based Writing.

2. Practically

The expected result is that students’ level of reflection contributes to the

writing products.

For teachers: as a reference for teacher to consider applying reflective journal

writing in the class to support learning process.

For students: as an alternative or even hyper learning instruction to be chosen,

expected to be helpful for learning process.

6
 CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Reflective Thinking

2.1.1 Concept of Reflective Thinking

Reflective thinking is one essential part included in reflective practice. It

has gained its fame and is preferred as an exclusive approach in educational

platforms. Thinking reflectively or doing reflection is an important activity

[ CITATION Bur13 \l 1033 ]. The essentiality appeared because of how it is

defined and how it works.

Reflective thinking is tightly bound to the existence of experience. Dewey

(1933) offers the definition of reflective thinking as an active, tenacious and

thorough deliberation of any lore or epistemology in a certain field that supports it

and the deeper finding to which it fosters. It is believed to be an activity between

ideas and its forerunners chaining, ordering and linking through gathering

thoughts to resolve issues (Dewey, 1993), it can be said that reflective thinking

may be seen as a deliberate cognitive action, which consists of connecting

thoughts and changing experiences into new knowledge frameworks with the

consideration of both principal and present life, in addition to that reflective

thinking ivolves the act of perceiving the patencies which rule their manners and

connections[ CITATION Ste08 \l 1033 ]. In a nutshell, reflective thinking by all

means is the action of taking ownership over one’s knowledge.

Reflective thinking generally works by talking about practical happenings

and its perplexities for solutions to fill later on. Another related consensus unveils

the terms "reflection-on-action" which implies the deliberate reflection doings and

7
"reflection-in-action", which implies conscious thinking unfolds while on the job,

this also includes role of reflection as a way of inducing one during solving and

assessing process in a mean that there is room for stepping back to gain

objectives[ CITATION Rud07 \l 1033 ] that reflection is retrospective functioning

thoughts to support elder experiences in a way that it affects recent doings

practices [ CITATION Cho12 \l 1033 ]. However, both of them demand the

awareness of plausible and decent portions in creating judgments about better

manner [CITATION Hat95 \l 1033 ], this may comprise while and after event

processing in order to develop insights for better comprehending of the

connections between what happens, the intentions, and the impediments which

emerge within broader proficient insights (Pearson & Smith, 1985), Thinking

reflectively also means becoming aware and taking control of one’s their learning

by actively processing what is known, what needs to be known and how to fill in

drawbacks [ CITATION Sez08 \l 1033 ]. However, reflection is in need of time

and opportunity in order to develop required essential meta teaching and

metacognitive skills [ CITATION McN90 \l 1033 ], added to this assessment of

reflective thinking is also in need of deeper enigma [ CITATION Bel11 \l 1033 ].

In conclusion, reflective thinking which can be done while or after certain event is

an attempt in order to urge broader skills.

2.1.2 Level of Reflective Thinking

The implementation of reflective thinking often makes use of hierarchy.

Those hierarchy concepts brought to us what ’is called categorization or levels.

Levels of reflective thinking are varied but two theories known to be widely used.

8
 One proposed by Van Manen (1977), who outlined three levels of

reflectivity. The first level, technical reflection comes in contact with the efficient

and effective means to attain purposive points, which likely not allowing any

alteration or critique. The second, practical reflection, allowing investigation not

only of means but also of goals, based on the actual outcomes. In the opposite of

the form, practical reflection concedes no absolute but embedded meanings. The

third level, critical reflection, which is the combination of the previous two,

demands considerations of taking decent conditions [ CITATION Gor91 \l 1033 ]

in making judgments about whether an adept activity is impartial or not.

In the modification of Van Manen’s categorization of reflectivity, Hatton

and Smith (1995) offer four levels of reflective thinking which set out more in the

appendix 1. The weakest level of Hatton and Smith’s (1995) categorization of

reflection is filled by descriptive writing or in other words, non-reflective writing.

It is not examined as reflective because it consists of a sole description of what

happened in the course. Moreover, no reasoning is provided, students don’t

demand any kind of justification. However, Hatton and Smith (1995) claim that it

is naturally reflective, some attempts to provide reason/justification is actually far

from none, it is actually reported in descriptive behavior when it comes to this, it

is categorized as descriptive reflection. The follow-up level is dialogic reflection,

Hatton and Smith (1995) wrote that dialogic reflection is a “stepping back from

the events/actions leading to a different level of mulling about, discourse with self

and exploring the experiences, events, and actions using qualities of judgment and

possible alternatives for explaining and hypothesizing” (p. 19). Lastly, the highest

level of reflection is the critical reflection, Hatton and Smith (1995) claim that this

9
reflection triggers acknowledgements that can evolve into actions, refer us to

multiple perspectives and influenced by, multiple certain historical or simply

experiences and epistemologies or contexts in sociopolitical. In essence, the first,

descriptive writing which works in a way of denouncing happenings is absolutely

not reflective, however, this descriptive phase often served to establish the context

initially, providing a principal for dynamic establishment within the writing,

where further matters and reserved means were uncovered into the follow up

phase, descriptive reflection. The third form, dialogic reflection, is a form of

discussing with ourselves by doing trials of potential wits. The fourth, critical

reflection, is defined as containing rationales over decisions or records which

entangle broader anthropological contexts.

2.2 Reflective Journal

In the context of learning, it is not always about receiving knowledge, it is

also about perceiving it. Perceiving knowledge needs to be directed to the act of

experiencing relatable events, such an event is realized to learning occurrence

because “learning is the process whereby knowledge is created through the

transformation of experience” [CITATION Kol84 \p 38 \l 1033 ]. Dewey (1938)

claims that learning experiences should offer meaningful learning. Moreover,

meaningful learning are often based on their daily experience [ CITATION Ben16

\l 1033 ]. Meaningful learning is when students are actively engaged to certain

contents that are suitable for them, supported by Rogers (1982) ”the only learning

which significantly influences behavior is self-discovered self-appropriated

learning” (p. 223), such self-discovering act is tightly linked to practices that

10
encourage reflectivity, which is why it is also critical to investigate what kind of

instruments could actually allow reflection to sparks. .

A number of trials have been offered to espouse reflective thinking

through reflective practices, one of them is reflective journals. Carter and Francis

(2000) declare that reflective journals have been used widely to promote reflective

thinking. Reflective journal writing is built from the process of reflective thinking

[ CITATION San18 \l 1033 ], supporting that Farris and Fuhler (1996) claim that

reflective journals are “a birthplace for creative and critical thinking” (p. 26). It

can be said that students’ reflective journals are beneficial because it supports the

existence of creative thinking and critical thinking.

Regarding reflective journal which builds creative thoughts, this matter is

influenced by the form of the reflective journal itself. A reflective journal is an

educational tool in the shape of “writings” as a platform for students to express

themselves in the way that they write their learning experiences, what they think

they get in courses, what they think they are good at, what they think they lack at.

Students can write interesting topics, expand their imagination through simple

writings, the experiences work in a linked cycle that contains rich information

mainly about the description about their own. As Pearson (1994) states that

reflective journal involves students in noting “their personal reactions to question

about, and reflections on what they read, write, observe, listen to, discuss, do, and

think” (p.12), in addition to that, reflective journal is defined as recording of

happenings, intimate rebounds, enigmas about the surroundings and responses to

incidents [ CITATION Dym03 \l 1033 ], it is not rare to find questions about what

learners have acquired and what students expect to learn in reflective journals, but

11
what certain is as Smyth (1992) said that declaring questions that need to be

answered in journals is one step to enhance reflective thinking. When students are

required to declare past, present, and future in a reflective journal, creative

thinking blooms.

Regarding reflective journal which builds critical thinking, it is influenced

by how reflective journal possesses the relation between critical points. Students

make a connection between theory and practice inside of reflective journal

[ CITATION Ker96 \l 1033 ]. It also works by examining students’ convictions

and standards over the certain subject matter [ CITATION Min08 \l 1033 ], by

that students are able to contextualize their academic and future life. Moon (2006)

claims that in terms of purpose, journal varies in which some contain a mere

listing of experiences with a very little reflection and some are personal and

highly reflective. Despite the content, reflective journals allow students to sense

their notions [ CITATION Fre91 \l 1033 ] by consciously stating their assertive

ideas and doings [CITATION And \l 1033 ]. In a nutshell, the connections

between essential points occur in a reflective journal, triggers critical thinking.

Reflective journal writing is somehow different from a reflective journal

because it includes activities to support the implementation. The action of

reflective journal writing deserves its own highlight because it involves two

complementary acts, they are the writing act itself and the self-assessing act.

Writing act in reflective journal writing deserves its own platform of

explanation because the action itself sparks exclusive influence toward the writer.

Lee (2008) explains that “in writing reflections, learners actively construct

knowledge while personalizing the learning process” (p. 118) when students

12
reflectively write, their thoughts are unconsciously declaring and asking. It

generates questions and assumptions about learning [ CITATION Ric98 \l 1033 ],

in addition to that Farrah (2012) says that the writing process enlightens learners

thinking habits, supported by Francis (1995), he believes that reflective journal

writing is a tool which supports the idea of taught and learned reflective thinking.

Students are also allowed to randomly presents their opinion which sometimes

causes diverse outcomes, “experiments with writing, to experience, perhaps for

the first time writing that maybe highly personal, relatively unstructured,

speculative, inhibited, tentative, in process, in flux” [CITATION And08 \p 305 \l

1033 ], that is why it is advised to provide format of the journal writing when

applied in classrooms.

Another study has shown that “writing bridges the inner and outer world

and connects the paths of action and reflection” [CITATION Bal91 \p 9 \l 1033 ].

However, the writing process needs actual background knowledge. Kerka (1996)

declares that journal writing gives a chance for students to “articulate connections

between new information and what they already know” (p.2). It is obvious that

the interaction between new information and students’ background knowledge

happens during reflective thinking which occurs during the writing process –the

most critical period. During the process of writing, students are communicating

with themselves, bond and interact with their alters inside. The reflection process

will take role right away as the provider of invaluable experience to examine their

beliefs and critical analysis in a proper circle [ CITATION Pri05 \l 1033 ], the

proper circle mentioned is a safe environment in which when students are

exchanging thoughts with themselves, it does not demand any competitiveness, it

13
is a supportive stage among themselves. In line with that, writing involves the

students themselves directly and also actively. The fact that students add in their

personal happenings and write them down directly in the journal makes it obvious

how the writing process is where reflective thinking takes a great part in the

content-making. As a result, students are having a good relationship with

themselves.

Regarding the self-assessing act which complements reflective journal, it

happens after students write their journal when students decide to reread it. When

students reread their writings, they can see what happened and how he/she dealt

with it. The distance –whether in time gap or physical gap between the reading

view and the writing view is enough to give space for a new truth to be unveiled

because they were the ones who construct it. After having focused and personal

considerate reflective thinking in their journal, it is time for students to correct

themselves. That way, as the continuation of writing, the process involves doing

self-assessment (Yazım, 2014). What is considered great about reflective journal

writing supported by Garfield (1994) in which he points out that enticing the

learners in the action of assessing themselves is the first step of the whole perfect

assessment itself, that students “need to learn how to take a critical look at their

own knowledge, skills, and applications of their knowledge and skill”, it implies

that students’ active contribution is actually being taken into account and making

countable appearance.

In addition to that reflective journal writing increases awareness about the

ways a student learns [ CITATION Bur01 \l 1033 ]. Assessing self-work means

students writing product is intentionally corrected through reading examination

14
and prior reflective thinking after the journal writing to be re-elaborated purposely

for better future access and by that they are able to recall and "utilize their

experience as a basis for assessing and revising existing theories of action to

develop more effective action strategies" [CITATION Ost \p 133 \l 1033 ] also to

experience and reach professional learning as they can learn from it. Reflective

journal writing also increases awareness of students’ own potencies and laxities

[ CITATION Sin97 \l 1033 ]. It is obvious that the writer is not able to

immediately revise or retrack ideas if there is misunderstanding between the

reader and the writer [CITATION Hed05 \p 7 \l 1033 ], however, the reflective

journal gives space for it to happen, because the writer is also acting as the reader.

It is also the reason why students often take pride in their journals. In addition to

that Gil-Garcia & Cintron (2002) asserts that reflective journal writing lets

students jump in “self-assessment, collaborative critique, self-reflection and goal

setting” (p. 2). Because of the active contribution of students in the systematic

stages of reflective journal writing, it has a long-lasting impact on long term

retention. In short, students can take part in appraising themselves and keeping

track of their progresses.

2.3 Paragraph-based Writing

2.3.1 Paragraph

A paragraph is the primary piece of organization. A paragraph is also

assigned as “a group of related sentences that discuss one (and usually only one)

main idea” [CITATION Osh06 \p 2 \l 1033 ]. The shortest paragraph consists of

one sentence and the longest one with ten sentences, one other distinct

characteristic of a paragraph is that the first word of its indented from the left

15
margin for about a half-inch [CITATION Osh06 \p 2 \l 1033 ]. A paragraph has

three substantial scaffolding parts, a topic sentence, supporting sentence, and

concluding sentences.

1. Topic Sentence

Topic sentence is the most important part of a paragraph. It is important

because it possesses the concept of the whole paragraph, as Oshima and Hogue

(2006) state that the concept consists of a topic sentence that carries the main idea

of the paragraph along with the limitation of a topic to one particular area and

controlling idea which declares the discussion. The essentials of a topic sentence

are elaborated through three characteristics.

Topic sentence needs to be as clear as possible. To prevent any

misconception, “A topic sentence is a complete sentence” [CITATION Osh06 \p 4

\l 1033 ] which usually located as the first sentence in a paragraph to make sure

that reader will be able to expect what and where they are heading to, however,

some topic sentences also found as the last sentence in a paragraph, this method is

usually done in a way that it wraps the narrow points into something broader

(p.4).

A topic sentence has two parts in order to mention the topic and limits it to a

certain area. As Oshima and Hogue (2006) asserts, a topic and a controlling idea

needs to be loaded in a topic sentence within a single sentence. The controlling

idea should be related to the topic. These characteristics exist to guide the reader

directly to the core of certain writings without walking around to unnecessary

perceptions.

16
 A topic sentence needs to be broad enough to carry further elaboration later.

“A topic sentence is the most general statement in the paragraph” [CITATION

Osh06 \p 5 \l 1033 ] because it only in demand for stating the main idea without

any other specific details. However, it is neither needs to be too general or too

specific.

2. Supporting Sentence

Supporting sentence is one compulsory part of writing a paragraph.

Supporting sentences elaborate topic sentence in a form of explanation which

proves the topic sentence (Oshima & Hogue, 2006). There are a lot of supporting

details to name supporting sentences, two of them are by using examples and

quotations.

As in using an example in supporting sentences, it is probably the simplest

way. An example is easy because it allows you to take an example from your own

experiences so that it could make your writing relatable and livelier [ CITATION

Osh06 \l 1033 ]. An example can be signaled by using for example, for example,

for instance, such as, and many more [ CITATION Osh06 \l 1033 ].

Regarding to using quotations in supporting sentences, it is rather complex. A

quotation is complicated because it is in demand for reliable sources to be adapted

as good supporting details [ CITATION Osh06 \l 1033 ]. There are two subsumes

of quotations, direct quotation, and indirect quotation

Direct quotation is a type of quotation which do not involve any

paraphrasing. In other words, direct quotation is the act of citing exact same

quotes as it is along with the person’s name to avoid plagiarism [ CITATION

Osh06 \l 1033 ]. A short direct quotation can just simply be put inside of the

17
paragraph with certain punctuation marks. As Oshima and Hogue (2006) assist

that general rules for punctuating short direct quotations, are:

1. Quotation marks around the information you copy.

2. Place commas and periods before the first quotation mark and also before

the last one.

3. Capitalize the first word of the quotation.

4. If quoted sentences divided into two, both need to be enclosed with

quotation marks and be separated with commas.

5. If you omit some words, use an ellipsis (three spaced periods)

6. Adding words is allowed in a way that you put square brackets around

the added words.

7. To enclose a quotation within a quotation, use single quotation marks.

A long direct quotation can be done by not adding quotation marks. Instead, use a

colon and one-inch indent from the left margin [ CITATION Osh06 \l 1033 ]. To

conclude, both short and long direct quotation got iot its own consensus in order

to validate details.

3. Concluding Sentence

Concluding sentence existence is optional. “A paragraph does not always

need a concluding sentence” [CITATION Osh06 \p 13 \l 1033 ]. However, for the

long paragraphs, concluding sentence is advised to assist the reader back to the

main idea (p. 13). According to Oshima and Hogue (2006), a concluding sentence

possesses two schemes.

Concluding paragraph cues the close of the paragraph. Signaling conclusion

in a paragraph can be done by using various cues. End-of Paragraph cues followed

18
by a comma, some of them are Finally, In brief, In conclusion, Indeed, In short,

Lastly, Therefore, Thus, To sum up, and more [ CITATION Osh06 \l 1033 ].

Concluding paragraph reminds readers of the most substatial ideas. It can be

done in two heads. The first one is by summarizing essentials of the paragraph

and the last one is by paraphrasing topic sentence [ CITATION Osh06 \l 1033 ].

2.3.2 Writing

Writing is one of the four language skills that are important for the

development of communicative competence. In line with that, Nunan (2002) says

writing contributes to the development of skilled language use (p. 86). However,

writing is not a natural skill that can be acquired easily. It is a behavior which

originally acquired through deliberate intention [CITATION Bro01 \p 334 \l 1033

], Despite it’s essentiality, writing is challenging because of two reasons, the

complexity of its concept and the packed stages of its process.

Regarding the complexity of the writing concept, several studies have

unveiled writing as a

form of problem-solving which involves such processes as generating ideas, discovering

a ‘voice’ with which to write, planning, goal-setting, monitoring and evaluating what is

going to be written as well as what has been written and searching for language with

which to express exact meaning. [CITATION Whi91 \p 3 \l 1033 ]

It can be inferred that certain components work together and are obliged to be

existed when it comes to the actual mandatory writing process. Writing is a

“complex, cognitive process that requires sustained intellectual effort over a

considerable period of time” [CITATION Nun99 \p 273 \l 1033 ], that is why

Nunan (1999) also sums that writing is “probably the most difficult thing to do in

language” (p. 27), it needs commitment and adequate investment along with

19
willingness to gain writing skill. Because of the complex concept, skill of writing

often preceded by other language skills, it is often acted as the last language skill

to be acquired [CITATION Nun99 \p 91 \l 1033 ], sufficient and intense writing

practices are expected to stimulate the student’s skill in portraying thoughts into a

good passage. A good passage is highly influenced by effective writing, effective

writing is affected by many features that are not shared in spoken language, both

in linguistic pragmatics features and content that will be interpreted [CITATION

Nun99 \l 1033 ]. Furthermore, according to Hughes (2016), there are five

components that should be taken into consideration in order to compose a writing

product:

1. Content; it is related to how well the students propose the thesis statement and

supports it with certain related thoughts.

2. Organization; it deals with how well the writers function the scaffolding

including coherent introductory, body, and conclusion following logical

sequences.

3. Discourse; it is about the use of topic, paragraph unity, transition signals,

discourse marks, cohesion, rhetorical choices, reference, fluency, efficiency, and

variation.

4. Vocabulary; is a collection of words in which a person knows or uses. In this

case, the writer should know how to choose diction and appropriate words to be

formed in order to create meaningful writing products.

5. Mechanics; it is related to spelling, punctuation, quotation, neatness and looks.

Writing is an ability to express ideas, opinion or feelings in the written form.

20
Therefore, each mode of writing activates different processes in the writers’

notions and it causes different settings. (p. 11)

Another contributing factor that makes writing as complex as it is explained

before is the fact that the written form of writing is limited to the matter in which

it is distributed to the readers. The writer has no access to directly retrack their

ideas if there’s a misunderstanding between them [CITATION Hed05 \p 7 \l 1033

]. In a nutshell, well writing as productive skill needs both effort and time.

The birth of writing products often linked to the structure taught as a guide

for learners. The structures are often divided into determining and following

writing stages. Moreover, a process in writing may be more effective when

students focus on creating text through the various stages.

being getting planning making making revising editing

motivated ideas and notes a first replanning
and getting
to write together outlining draft redrafting
ready for
publication

Figure 1. Stages of the writing process (Hedge, 2005, p. 51)

Figure 1 tries to demonstrate the realm of writing and the mutual influence

between various events which probably occur simultaneously which can be

elaborated into three stages.

1. Generating Ideas (brainstorming)

Generating ideas is included in the pre-do writing process. Numbers of pre-do

have been offered as effective ideas elaborator, one of them is through

brainstorming. White & Arndt (1991) argues brainstorming as pre-writing activity

21
support ideas to be generated despite writing complexities (p. 17). Brainstorming

is effective in a way that it promotes both productivity and creativity.

Brainstorming promotes productivity through in ways. Classroom instructions

are often distributed clearly to welcome students’ active voice. When content is

initiated by students, it is a learner’s involvement [ CITATION Tho96 \l 1033 ],

which is needed especially when it comes to the birth of writing products. Such

vivid instruction of classroom conditions is in line with the existence of well-

written proceeds. Supported by Hedge (2005), when the context is explicit, it is

certain that effective and appropriate outcomes will exist.

Linear with that, brainstorming which also promotes creativity works in a

way that assists imagination in sparks. In which “brainstorming is to stimulate the

imagination to produce ideas on a topic or a problem” [CITATION Alv08 \p 7 \l

1033 ]. Moreover, creativity requires the writer to possess communication

competence. Willis (1990) claims that the essence of communication happens

even at the early stage of how one chooses what to say and how to say in a certain

language. In line with that, in writing, it is also essential to be sober at choosing

and serving down utterances. Another contributing factor is that creativity is being

triggered by the existence of a sense of audience which occurs in the writing

process. Sense of audience influence the choice of diction, content, genre, and

grammatical form to be packed in a sentence[CITATION Nun99 \l 1033 ].

2. Structuring (free-writing)

Structuring is the follow-up stage in the writing process, a direct continuity

after generating ideas. There are several methods to do structuring, one of them is

through free-writing. According to White and Arndt (1991) and Hedge (2005),

22
free-writing is suggested as the best structuring method. The idea also involves

how it is effective when writing doesn’t demand inhibitions. In line with that,

free-writing lets the writer focus more on content rather than the structure

[CITATION Alv08 \l 1033 ]. However, free writing needs a prior choice of

discourse pattern. A certain pattern will affect dictions[ CITATION McC91 \l

1033 ]. Some of them are:

 Problem – solution

 General – specific

 Claim – counterclaim

 Question – answer

 Cause and effect

 Chronological order

Generally, texts are usually divided into introduction, body paragraph(s) and

conclusion. In addition to being aware of the possible text structures, students

should be aware that effective paragraphs which contain topic sentences that

introduce the purpose of the whole paragraph, and these should be written in a

way attractively to welcome the reader’s attention.

3. Revising

Revising is the continuity process directly from the structuring process. It is a

process which entails an assessment of what written content and is an important

derivation of learning [ CITATION Hed05 \l 1033 ]. Sommers (1982) states:

We need to sabotage our students' conviction that the drafts they have written are completed

and coherent. Our comments need to offer students revision tasks by forcing students back

into chaos, back to the point where they are shaping and restructuring their meaning. (p. 154)

23
Revising sits as the last phase of writing because of two reasons, the process, and

the benefits.

Regarding the process of revising, it contains quite complexities. When

work is being revised, it is not only affecting its features, discourse disposition,

paragraph composition, and cohesive sets, it is also affecting students’

psychological elements. As stated by Zamel (1985), revising encourages students

to become a developing writer rather than staying as language learners. Thus,

those processes are crucially needed because to gain good balance among all

components, an adequate amount of revising is deeply taken into consideration.

Regarding the benefits of doing revision, revising possess few points.

Summed in Alves (2008), revising benefits writers to consider more on many

things, some of them are the related diction, the use of an adjective to promotes

sensorial elaboration, the use of connectors to supports or opposes reiteration, and

the needed alteration of the topic and supporting sentences. Revising is an

important and beneficial phase in the process of writing, as promoted before that

meaningful learning is what purposively aimed, the opportunity to receive

feedback is a part where it becomes meaningful. Students active contribution in

writing and is also considered as an attempt to embrace students to gain

meaningful learning, according to Alves (2008), when students are always being

spoon-fed, there will be no real improvements in their subsequent tasks. In other

words, when the teacher does all the work with less to no collaborative attempt

from the students, students’ learning process will not fruits active affection.

2.4 Previous Related Studies

24
 Numbers of studies have had been done related to reflective thinking.

Those studies uncovered reflective thinking through various areas including

reflectivity levels, reflective writing, reflective journals as supporting medium,

and various reflective practices.

To examine the levels of reflection, Nurfaidah, Lengkanawati, and

Sukyadi (2017) conducted a study details on unveiling reflectivity levels using

Hatton and Smith’s (1995) theory. The study focused on investigating teacher’s

level of reflection in their teaching journals using phenomenological case-study

design. Four Pre-Service Teacher (PTS) was asked to collect journal entries, and it

is summed that PTS 1 handed 8 entries, PTS 2 handed 6 entries, PTS 3 and PTS 4

both handed 5 entries. However, each PTS showed various contents in their

journal entries which overall reveals that level of reflection justifies the quality of

the teachers’ reflection and that the Pre-Service teachers have shown the ability to

reflect on the dialogic reflection despite their finite preamble to the evident

teaching. EFL pre-service teachers’ found level of reflectivity around dialogic

reflection Level 3 and 4, they revealed the ability to further describing, analyzing

and evaluating their classroom practices. In short, three levels identified in the

PTS’ journals included Dialogic Reflection, Descriptive Writing, and Descriptive

Reflection.

In terms of reflective writing, Sani, Kurniawati, dan Nurwanti (2018)

conducted a study. The case study design was used to analyze students’ writing

skills qualitatively, by making reflective writing and find out whether or not

reflective writing (RW) could improve students both in writing in general and

reflective writing. By using document analysis, 3 participants’ reflective writings

25
were collected and an interview was conducted to find further information. It is

found that all participants improved their general writing in terms of content

making, organizing, scaffolding, grammar, vocabulary. In reflective writing, only

two participants improve to a higher level of reflection.

To examine the application of a reflective journal to support certain areas,

another study conducted by Gil-Garcia and Cintron (2002). The study focused on

investigating the learning ad professionalism development via the utilization of

the reflective journal for teachers and school administrators using case-study

design with classroom analysis and continuous observations and interviews. It

shows that the presence of similar formatting of focuses, potencies, and

shortbacks when the school communiy reflect upon their everyday practices. It

can be said that when teachers and administrators reflect on what teaching really

means upon their practices, their learning and professionalism are developed.

To investigate the realization of reflective thinking through various

reflective practices, Clarke (2004) conducted a study to uncover three strategies

used to be possessed by reflection. The study uses a qualitative interpretive

methodology and starts by introducing ten from thirty associate teachers consisted

of 9 females and a male and focuses on realizing reflection using three sources;

responses to focus questions; specific reflective questions for journal responses;

and shared group reflective discussion. It is found that by using reflection

strategies, teachers were helped to understand learning better, it is proven that

associate teacher learning clearly is supported through reflective practice.

26
 CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Method and Design

This study aims to analyze students’ level of reflective thinking in their

journals and how it contributes to the quality of their Paragraph-based Writing

products. Qualitative method, particularly, a content analysis design was will be

employed to answer the research questions. The study is in need of sole related

documents and not in a state of necessarily interact directly with the living

phenomenon. Content analysis is “a research technique for making replicable and

valid inferences from texts (or other meaningful matter) to the contexts of their

use” [CITATION Kri04 \p 18 \l 1033 ]. Thus, content analysis is adequate to be

chosen because it is one design which in interest to reach the objectives of this

study,

3.2 Research Site and Participants

This research will be was conducted at Teacher Training and Education

faculty of University of Sultan Ageng Tirtayasa. It is located on Jl. Ciwaru Raya,

Serang, Banten. Considering that researcher is an active student in the same exact

major, it will ease the access to the research site, and obviously, escalate the

feasibility of the study [ CITATION Bog98 \l 1033 ].

The participants for this research will bewere purposively chosen, they

will be 15 students from the three classes (five students per class) of 3 rd semester

of English Department in 2019/2020 in Paragraph-Based Writing course. To

purposefully select participants or sites (or documents or visual material) means

that qualitative researchers select individuals who will best help them understand

27
the research problem and the research questions (Creswell, 2014). Those 15

students will be selectively sorted based on the consideration of both the quality

of their journals and writings in which only five best from each class will be the

chosen ones to ease the classification process later in analyzing data.

3.3 Data Collection Technique

There are two techniques that will be used in collecting data:

documentation and questionnaire.

Documentation will be utilized to answer research question number one

and two. Ary et al., (2006) assists the term document refers to a broad sector of

written, carnal, and visual substances, including what other researchers may label

artefacts (p. 442). Research question number one about students’ levels of

reflective thinking will demand students’ reflective journals to be collected as the

data. Documentation as the instrument, of their reflective journals is adequate to

answer this research question because the levels of reflective thinking is already

possessed and located in each of it. Research question number two about how the

certain level of reflective thinking contributes to the quality of texts the students

produced will be unveiled using writing products as the data. Documentation as

the instrument, of students’ writing products is adequate to answer this research

question because the contribution of reflective journals can be seen through

whether by time the writing products quality improved or not.

On the other hand, questionnaire will be used to answer research question

number three about how students respond to the use of reflective journal in the

course, students responses will be the collected and questionnaire will be given as

28
the instrument. The following are the elaboration of techniques which will be

used; documentation and questionnaire.

3.3.1 Documentation

Documents serve significant information to help researchers conceive

focused phenomenon in qualitative research [ CITATION Cre08 \l 1033 ]. 15

students will be the participants, they will be asked to submit 4 reflective journals

which follows each final draft of the writing products (one per final draft), so in

total 60 reflective journals will be collected for the investigation of reflective

thinking levels (see Appendix 2.). Furthermore, those 15 students will be asked to

submit 4 writing products each (from the beginning of the semester until the end

of the semester), so in total 60 writing products will be collected to analyze

reflective thinking contribution toward the quality of the writing products (see

Appendix 3).

3.3.2 Questionnaire

Questionnaire is going to be used to get the students’ responses toward the

Paragraph-based Writing course using reflective journal. Open ended

questionnaire (see Appendix 4.) was chosen because all respondents could give

corresponding answers to the questions as Creswell (2008) asserts that this

questionnaire can shed integrative proceeds to aid theories in the reviewed

literature. There were eight questions representing three central themes. Those

central themes can be visualized through:

Distributions of the
questions
Central theme 1 Students’ responses to the 1. What do you think
Paragraph-based Writing about the Paragraph-
course based Writing course
in general? Why
2. What do you actually

29

Cenral theme 2 Students’ responses to the use
of reflective journals
Central theme 3 Students’ responses over their
improvement though using
reflective journals
like in this course?
Why?
1. What do you think
about writing
reflective journals
after writing your
paragraphs?
2. What do you feel
about continuously
writing reflective
journals after
another?
3. What do you think
benefits you from
writing reflective
journals?
4. What do you think
about the lecturer’s
demand of writing
reflective journals to
pass the course the
semester?
1. What did you feel
after writing the last
final draft?
2. Did you think you did
well on your final
project?

Table 1. Central themes of open-ended questionnaires.

3.4 Data Analysis Technique

Data will be analyzed qualitatively through the means of content analysis in

[ CITATION Kri04 \l 1033 ]. Procedures in content analysis include:

1. Unitizing

Unitizing is a mean where it is necessary to distinguish any observable units

of analysis which in interest of the researcher.

In this study unitizing will be done in a way that 60 students’ reflective

journals and 60 writing products will be collected as the observable units.

2. Sampling

Sampling is a step to limit observations to manageable units which expected

to be the representative of all possible units. In qualitative study, it does not

30
 require any ‘valid’ sampling in a way that representative sample would

ideally represents the whole population.

In this study, all 60 reflective journals will be the sample considering that the

students’ level of reflective thinking will be decided on the existence of the

most frequent reflective thinking-level occurences. On the other hand only 30

writing products will be the sample, considering that to investigate the

contribution of reflective journals toward the quality of the writing products,

it can be decided by only comparing two writing products (the first final draft

and the fourth final draft).

3. Recording

Recording is done to create phenomena into durable records so that it can be

compared and reviewed over time. It is in a way that original unedited texts

and images or even unstructured sounds will be transformed into analyzable

representations.

In this study, students’ reflective journals and writings will be rewrote or

copied.

4. Reducing

Reducing means summarizing by aggregating units of analysis in order to

simplify the data and create efficient shows.

In this study, regarding to students’ level of reflective thinking, each

reflective journal will be analysed per sentence.

LEVELS OF REFLECTION
Students/Entries
DW DesR DialR CR
A1/5 entries [frequency of [frequency of [frequency of [frequency of

level occurrence level occurrence level occurrence level occurrence

per sentence] per sentence] per sentence] per sentence]

31
 A2/4 entries
A3/4 entries
A4/4 entries
A5/4 entries
B1/4entries
B2/4 entries
B3/4 entries
B4/4 entries
B5/4 entries
C1/4 entries
C2/4 entries
C3/4 entries
C4/4 entries
C5/4 entries

Table 2. Recap of students’ level of reflective thinking in their journals.

In this study, regarding to reflective thinking contribution to students’

produced text. Students’ writing products will be analysed using this

rubric.

LINGUISTIC FEATURES GENERIC STRUCTURE

Adj ActV ParOb SimP Top Sup Con 1MI CP TraS

1. A1
2. A2
3. A3
4. A4
5. A5
6 B1
7. B2
8. B3
9. B4
10. B5
11. C1
12. C2
13. C3
14. C4
15 C5

Details Score
LINGUISTIC Adj : Adjective 20-22
FEATURES ActV : Action Verb 20-22
(Max total score: 90) ParOb : Particular Object 22-24
SimP : Simple Present Tense 20-22
GENERIC Top : Topic Sentence 5-15

32
 STRUCTURES Sup : Supporting Sentence 5-15
(Max total score: 90) Con : Concluding Sentence 5-15
1MI : 1 Main Idea 5-15
CP : Consistent Pronouns 5-15
TraS : Transition Signal 5-15

LINGUISTIC FEATURES GENERIC STRUCTURE

Pattern Com/ConSig Top Sup Con 1MI CP TraS

1. A1
2. A2
3. A3
4. A4
5. A5
6 B1
7. B2
8. B3
9. B4
10. B5
11. C1
12. C2
13. C3
14. C4
15 C5

Details Score
LINGUISTIC Pattern 40-45
FEATURES Com/ConSig : Comparison/Contrast 40-45
(Max total score: 90) Signal
GENERIC Top : Topic Sentence 5-15
STRUCTURES Sup : Supporting Sentence 5-15
(Max total score: 90) Con : Concluding Sentence 5-15
1MI : 1 Main Idea 5-15
CP : Consistent Pronouns 5-15
TraS : Transition Signal 5-15

5. Abductively inferring

Abductively inferring means taking unobserved phenomena which is

expected to support the study.

6. Narrating

33
 Narrating also means narrating answers so that content would be

comprehensible to others.

Students’ reflective journals will be collected and processed to be categorized

into certain levels in terms of describing style, justification and judgment depth,

alternate and rationales exploration, and reflection forms according to theory of

Level of Reflection (Hatton & Smith, 1995) because this theory is packed enough

to be presented. Furthermore, students’ writing products will be collected that

each quality will be found through analyzing its schematic structures and

linguistic features required in paragraph making using the theory of Academic

Writing (Oshima & Hogue, 2006) because this theory is easily comprehensible,

however, only the first draft and the last draft of writing products will be assessed

and compared.

Finally, data from questionnaire will be analyzed in several steps. The first

step will be classifying the responses into three central themes ease the essence of

assisting prior data. They are students’ responses toward the Paragraph-based

Writing course, students’ responses toward the use of reflective journals and

students’ responses related to the issue of contribution. The next step will be

doing a thematic examination by locating the students’ comments based on the

classes. The data will be then performed to support the prior data.

34
 CHAPTER IV

FINDINGS AND DISCUSSION

4.1 Students’ Level of Reflective Thinking

This section presents findings and discussions from data collected.

Although data were also collected from questionnaires, research question number

one related to students’ reflective thinking levels, only examples from journal

entries are discussed. All names are pseudonyms and will be addressed inferring

to the participants’ classes (henceforth A, B, and C), A1 to A5, B1 to B5, C1 to

C5.

The presentation of findings in this section will be based on cross-case

data analysis. Findings will be discussed with reference to similarities and

differences found in students’ levels of reflective thinking that the most frequent

level occurred in the journals will be their final decisive level. Their progress in

developing the quality of reflective thinking in their journals during the Pragraph-

based Writing course will also be revealed.

In the students’ data, all identified levels of reflective thinking indicated

the development of their reflection process and the quality of their reflective

thinking. During the Paragraph-based Writing course, total individual submission

of reflective journal entries were the same, five reflective journals, in the sense of

that those reflective journals are obliged to be written and completed to pass the

course.

35
 LEVELS OF REFLECTION
Students/Entries
DW DesR DialR CR
A1/4 entries 24 12 0 0
A2/4 entries 9 10 0 0
A3/4 entries 18 10 0 0
A4/4 entries 11 19 0 0
A5/4 entries 21 17 0 0
B1/4 entries 25 0 0 0
B2/4 entries 19 14 0 0
B3/4 entries 13 11 0 0
B4/4 entries 6 8 0 0
B5/4 entries 15 24 0 0
C1/4 entries 6 15 0 0
C2/4 entries 0 12 0 0
C3/4 entries 13 19 0 0
C4/4 entries 28 18 0 0
C5/4 entries 11 22 0 0
Total 219 211 0 0

Note: DW = Descriptive Writing; DesR = Descriptive Reflection; DialR = Dialogic Reflection;

CR = Critical Reflection.

Sentence Count Total

Students
Entry#1 Entry#2 Entry#3 Entry#4
A1 11 8 8 9 36
A2 9 3 5 2 19
A3 7 9 5 7 28
A4 9 7 8 6 30
A5 9 8 12 9 38
B1 5 11 6 3 25
B2 3 9 8 13 33
B3 6 6 5 7 24
B4 3 3 3 5 14
B5 8 14 8 9 39
C1 5 6 5 5 21
C2 4 4 2 2 12
C3 7 7 7 11 32
C4 10 15 13 8 46
C5 7 11 9 6 33

36
 Frequency of Level Occurences
12

10

8
Frequency of Level
Occurences
6

0
DW DesR DialR CR
4.1.1 Descriptive Writing

Although counted as the non-reflective, this level also depicted as one of

the reflective thinking developments. This category of level arised in almost all

identified submitted reflective journals. This non-reflective record was

substantially often found as point of departure in the participants’ reflective

thinking.

30

25

20

15 Frequency of Descriptive
Writing Occurences

10

0
A1 A2 A3 A4 A5 B1 B2 B3 B4 B5 C1 C2 C3 C4 C5

37
 Figure X portrays overall frequency of descriptive writing occurrences

throughout students’ reflective journal entries. C4’s data performed to be with the

most occurrences in this level. This is partly due to the large quantity of sentences

count she put in the submitted reflective journals, compared to the rest. Besides

that, she also has the inclination to delve her learning experiences in terms of

technical stuff regarding the material in mere reports as exemplified in the

following.

“The third is about consistent on using conjunction on each steps.” (Entry #2)

Followed by B1, with 25 total sentences of journal entries, all of them are

identified as this level of reflective thinking. B2’s data does not show any higher

level occurences as she showed tendency of stating technical stuff related to the

material, focusing on the matter structure without even a hint of close-observing

to show personal connection. As portrayed in the following:

“A process paragraph also consist about a series of steps that explains how

something happens.” (Entry #2)

In contrast to C4, resulted with the least amount in terms of sentence

count, it is allegedly the reason why C2’s reflective thinking revealed no

occurrences at all of this level. In other words, C2 reflective journal entries depicts

higher level of reflective thinking with the hint of bare use of reportive records

and event narrations in her reflective journal entries.

Such diversity were likely happened due to personal style in writing their

reflective journal entries as well as reflecting ability when doing reflective

thinking individually. Their journal entries indicated that they have their own way

in observing their practices in pedagogical instructional setting and also because

38
there’s no obligation on certain guideline related to the journal content except the

matter of writing their reflective thinking in the shape of paragraph.

4.1.2 Descriptive Reflection

Almost half of he studens’ data generate with reflective thinking in this

level.

30

25

20

15 Frequency of Descriptive
Reflection Occurences

10

0
A1 A2 A3 A4 A5 B1 B2 B3 B4 B5 C1 C2 C3 C4 C5

Generating with considerable records of sentence count in reflective

journal entries, B5 and C5 revealed most amount of descriptive reflection level.

B5 showed Descriptive Reflection even on the early stage of journal writing.that it

was firstly revealed in entry 1. It occurred when B5 showed such mental

realization to show what he was feeling and justified a phenomenon during

writing process of Descriptive Paragraph writing, without providing an attempt to

probe more alternatives as in the following extract:

“The writing process of descriptive paragraph was so bad.” (Entry #1)

Directly followed by:

39
 “I thought that I was not get the lesson when I was on writing the paragraph.”

(Entry #1)

Along with B5, C5 showed quite accountable occurences of this fashion. In entry

1, C5 showed judgement with the contribution of deliberation of feelings toward

the experience, C5 showed a as in following extract:

“It was very interesting and new for me.” (Entry #1)

On the oher hand, although showed up with the least amount of sentence

count, C2 reflective journal entries is totally dominated by the most satisfying

occurrences of this level. C2 showed personal perpectives and attempt on giving

rationales to what actually happened and also the awareness of being connected to

past experience in this following:

“The journey is rather larger than the previous paragraph about smoking, maybe

this is because there are different kinds of people that aren’t ususally in my group

that pitch in their correction for me to better myself.” (Entry #1)

Compared to another participant, B1 reflected no record at all in this fashion.

From all four of reflective journal entries, this level emerged not even once. It can

be inferred that B1 reflective journals displayed less reflection sense compared to

the others’.

4.1.3 Dialogic Reflection

The result of analysis in all students’ data indicates no proof of this highest

level in their reflective thinking journals. Although some of the entries unveil

reflective thinking with an attempt to justify, none of them showed attempt over

expanding the involvement of “I” as a close-observer. With no involvement of

personal connection in the entries, it is resulting into rare arrival of possible

rationales or alternatives exploration. This level will only arised if one tries to

40
show multiple discourses while the students’ data showed only one attempt as the

maximum.

4.1.4 Critical Reflection

The result of analysis in all students’ data indicates no proof of this highest

level in their reflective thinking journals. Despite the status of them as higher

educational students, it needs to be taken into account that all the participants

were not accustomed in doing such reflective practices, some of them even call

the activity as ‘innovation’ as they are not familiar with it. They were basically in

their very initial phase of reflecting experience, while this level of reflective

thinking requires them to critically include broader anthropological system in it

and thinking process as critical as triggering transformation in the society which is

not an easy deal. In addition to that, the fact that the reflective journals were the

obligatory elements to pass the course, the students took it as another task that

caused them burden, which however, may prevent them from reflecting their

learning critically.

4.2 The Contribution of Students Reflective Thinking toward the Quality of

Their Produced Texts

4.3 Students Responses to the Use of Reflective Journals

Central Themes Students Responses

Students’ responses to the
Paragraph-based Writing
course
Students’ responses to the use
of reflective journals
1. The course in general was perceived as a challenging
course yet the students took it positively as it helped them
to effectively write well-structured paragraph.
2. The writing activity and the lecturer’s style of lecture were
what the students liked best since they believed that the
lecturer mastered the material well, that the outcome of
good writings were guaranteed.
3. The students thought that writing reflective journals after
writing the paragraphs let them recall lesson that had been
given and become aware of their mistakes that it somehow
improved their writing skills.

41

Students’ responses over their
improvement though using
reflective journals
4. The students found it burdensome at first but as they
became aware by continuously dealing with the task, they
believed it helps them in finding solutions.
5. The students found that writing reflective journals were
beneficial in a way that it lets them measure and improve
their understanding, learn their mistakes and reminding
them past lesson as they were able to make good paragraph
6. The students thought that although pressured, as they knew
how competent the lecturer was, they found that the
demand was reasonable since it was a good way to improve
writing skills.
7. The students felt that the course lets them gain much
knowledge and at the same time happy and relieved
because however they considered the course difficult.
8. The students thought they did well enough and were
grateful that the reflective journals helped them learn
however because of the same reason they actually thought
they can do better.

4.3.1 Students’ Responses to the Paragraph-based Writing Course

4.3.1.1 Students’ Responses to the Paragraph-based Writing Course in

General

The questionnaire result shows that the students found the Paragraph-

based Writing course challenging. However, they perceived it positively as it

helped them write paragraphs. It confirmed the matter why reflective journal

writing as the chosen reflective practice was implememented to empower

students’ writing ability.

Based on the questionnaire result, the course was perceived as a

challenging course, as noted by A2:

I think this course is one of the most difficult course in 3rd semester because basically

writing is the final skill to mastering (A2)

It confirmed the position of writing as the difficult skill that it is defined as a

“complex, cognitive process that requires sustained intellectual effort over a

considerable period of time” [CITATION Nun99 \p 273 \l 1033 ]. However, it

42
was also taken positively since it gave much knowledge on how to write well-

structured paragraph as noted by A3:

It is a very useful course because I learned so much about how to write paragraph

properly and correctly. (A3)

A3’s comment was enhanced by B4:

PbW course the improtant things that should u learn cause if we learn we can organized

the sentence or word. (B4)

B4 comments indicates the course was really paying much attention on delivering

correct systematic guide on writing well-structured paragraph. B3 also witnessed

same influence regarding to dealing the complementary elements inside of the

course, which forced them to see details.

I think its a very complex course, bcs there are contain many material that included in

that course, like tenses, grammar etc. Hard!!!! (B3)

Reflective journal writing through its essence taught students make a connection

between theory and practice [ CITATION Ker96 \l 1033 ]. Related to that A5

gave remarkable statement:

i think this course most assigments because every week we are busy of this assigments.

but, i very undersand because of it. (A5)

A5 comment indicates that students during the whole semester, were being

continuously reminded on their own drawbacks related to writing well-structured

paragraphs through reflective journal writing in a way that space for fixing was

allowed through several amounts of rewriting attempts. Even one respondent (B2)

remarked:

Paragraph based writing is my best subject until now because i love writing adn when

mid term or final test begin, we just make some paragraph and i like it. (B2)

43
B2 enhanced other students who mentioned that the course was useful since it

could help them write well-structured paragraph. Thus, it indicates that the

Paragraph-based Writing with the practice of reflective journal writing help them

to keep learning by stepping back on own’s mistake that should be filled which

would finally led them to better writing proceeds.

4.3.1.2 Activities in the Course that the Students Liked Best

From the course, the elements that the student liked best were varied. It

can be perceived that among all elements, the writing activity and the lecturers’

style of lecturing was mostly chosen as the most favored elements in the course.

As stated by C3 that his most favored element in the course was:

Writing a paragraph with the correct grammar structure and punctuation, because i like

to write something with the correct grammatical rules (C3)

Enhanced by B2, she liked

Writing some of our ideas. Because i love to imagine and writing (B2)

Followed by A4, as noted:

When i make paragraph it really need my imagination, and i like it. (A4)

Comments of B2 and A4 indicate the value of brainstorming in writing that the

activity of “brainstorming is to stimulate the imagination to produce ideas on a

topic or a problem” [CITATION Alv08 \p 7 \l 1033 ].

Meanwhile, A2 commented that the lecturer was what she liked the best in

the course. As noted:

What I liked in this course is actually because maam Dina is the lecturer, the way she

described the material clearly and gave us demand to make a paragraph is exciting (A2)

In addition to that C2 stated:

In my class i actually liked how the lecturer pushes us beyond our limits. (C2)

44
A3 here was having the same idea of what pushed the students’ beyond their limit, and thought

they were the tasks given by the lecturer

My favorite part is when the lecturer asked us to write some text, like descriptive,

persuasive, etc (A3)

It confirmed that the existence of lecturer as the students’ guide and certain

approach the lecturer promoted in writing was likable as the students’ felt the

usefulness, considering that writing is not a natural skill that can be acquired

easily. It is a behavior which originally acquired through deliberate intention

[CITATION Bro01 \p 334 \l 1033 ], such deliberate intention was espoused by

the lecturer in the course.

Enhanced by B3 as noted:

Im just like the way maam dina's pronounciate, she's mastered it well, and i'd like to be

like that hehe (B3)

The students believed that the lecturer mastered the material well, that the

outcome of good writings were guaranteed.

45
4.3.2 Students’ Responses to the Use of Reflective Journals

4.3.2.1 Students’ Responses to Writing Reflective Journals after Writing

Paragraphs

The activity or writing reflective journals after writing paragraphs was done as an

obliged part in the course. The questionnaire result showed that this activity was

important for the students as it lets them recall learning as C3 noted:

It helps me to remind myself about what had i learnt (C3)

Feeling the same way, A5 stated:

I think it's important to note what we have learned before and to reminds it.(A5)

Comments by C3 and A5 confirmed the position of reflective journal writing as

an important activity that it involves students in noting “their personal reactions to

question about, and reflections on what they read, write, observe, listen to,

discuss, do, and think” (Pearson, 1994, p.12).

Furthermore, A4 stated that reflective journal not only helped them recall lesson,

it also helped them to be aware of shortcomings. As noted:

It really help us to remember certain lesson we got from the mistake that we made. (A4)

Likewise, C1 and B2 comments indicates the value of reflective journal as a tool

to help them to be aware of shortcomings confirming remarks by Sezer (2008)

that thinking reflectively also means becoming aware and taking control of one’s

learning by actively processing what is known, what needs to be known and how

to fill in drawbacks. As noted:

made me even more aware that there were many mistakes in my writing (C1)

Writing reflective journals makes us becomes know about some mistake that we did while

we wrote it. (B2)

46
Three participants boldly summarize the others’ comments by stating that

reflective journals improve their writing skills generally. As noted:

It helps me to correct myself, to improve my writing skills, and understand what I

understand or I do not. (A3)

It is a good way to practice our writing skill. (C4)

I think that reflective journal is important to improve our writing, especially writing a

paragraph. (B5)

Thus, it can be inferred that reflective journal help them to improve their writing

skills as it allowed them to recall lesson and become aware of mistakes.

4.3.2.2 Students’ Responses to Continuous Reflective Journal Writing

The questionnaire result showed that this activity was burdensome for the students

as C2 noted:

Even though its very bothersome at first, i feel like i get used to it. (C2)

In addition to that B4 found it hard to continuously write reflective journals. As

noted:

its pretty hard but many benefits we have after i learn. (B4)

C2 and B4 comments indicate the value of the reflective journal which demands

complexities as Bella et al. (2011) stated that reflective thinking in reflective

journal is in need of deeper enigma. such deeper enigmas were not always in

possession of everyone, it led burden to the writer.

Furthermore, the notion which unveils reflective journal increases awareness of

students’ own potencies and laxities [ CITATION Sin97 \l 1033 ] is confirmed as

A5 commented:

47
 I knew what I had to learn and I knew where I was wrong. (A5)

Enhanced by C1:

The more aware that I have to learn more to write (C1)

As students were asked to continuously write reflective journals, the burden which

discovered at first slowly disappearing as they got used to the activity. By time,

students find it useful as A2 states:

I feel better every time I finished my paragraph and reflective journal. And then when I

re-read my reflective journal before making a new paragraph it is really helping me to

improve my writing (A2)

The comments indicates the value of reflective journal as a tool to utilize revision

as it in the same time confirmed remark by Osterman (1990) which uncover

reflective journals as a tool to "utilize their experience as a basis for assessing and

revising existing theories of action to develop more effective action strategies.”

4.3.2.3 Students’ Responses to the Alleged Benefits from Writing Reflective

Journals

Overall, all students responded that writing reflective journal was

beneficial as it supported them improve their writing skills. Writing is a “complex,

cognitive process that requires sustained intellectual effort over a considerable

period of time” [CITATION Nun99 \p 273 \l 1033 ], the activity of writing

demanded commitment and adequate investment along with willingness to gain

writing skill (Nunan, 1999). Thus, the students found it beneficial as reflective

journals could be a concrete reminder for the students to write a sound writing as

A1 said:

I can know how much I really understand the course (A1)

48
Enhancing that A2 stated that the achieved understanding includes how she was

given plenty space to pour her thoughts, as noted:

I can measure my own understanding, help to improve my next writing, and of course one

of the ways to drop iff my thoughts (A2)

A2 comment indicates the notion of reflective journals which allow students to

construct ideas, it confirmed Lee (2008) which remarked that in writing reflective

thinking, students at the same time are actively constructing knowledge with the

consideration of personalizing learning.

The existence of reflective journal writing activity as a part of the course helped

the students in a way that they were kept being reminded of their past actions and

happenings as A5 stated:

I remember the material that I forgot. (A5)

Adding that, C3 showed similar proposition as he remarked:

It benefits on remembering what thing i had learnt (C3)

Furthermore, B4 tried to emphasize the influence of reflective journal writing in a

personal statement, as noted:

to align future actions with your reflected values and experiences (B4)

B4 comment indicates the value of reflective journal which is very much past-

oriented yet strengthening as well confirming the definition of it as retrospective

functioning thoughts to support elder experiences in a way that it affects recent

doings practices promoted by Choy & Oo (2012).

4.3.2.4 Students Responses to Lecturer’s Demand of Writing Reflective

Journals to Pass the Course the Semester

49
The teacher’s demand of writing reflective journal as one of the requiements to

pass the course was perceived as challenge by the students as seen in the

following responses:

The lecturer does not explain how to write reflective journal in fisrt, so i confused at the

first rj. (A1)

A1 comment indicates the value of the common problem faced in the involvement

of reflective journal writing, as informed by Mills (2008) the ebasence of certain

journal scaffolding prepared by the teachers ofte lead students simply handing

story about their activities with bit to even no order at all. The pressure was also

proportioned by A2 as such obligation was appeared as their very first experience.

It can be seen in the following:

Honestly, even though I feel like being pressured by so many task to do, but actually it is

a good way to improve my writing skills. I know it and I feel it. (A2)

A2 comment indicates that certain position the reflective journals have may affect

how the students handle the mater as it also confirmed the remark by Dyment &

O’Connell (2003) that studentswho were not accustomed to be obliged in doing

rfelectivepractices will most likely resulting poor reflective writings. However, by

time, as the accustomization finally achieved, the reflective journals were

perceived positively.

C3 summarized the final thought on the demand as noted:

It is a reasonable demand. It is also a logical demand, because it actually helps both the

student and the lecturer to keep track on what we have been learning for a period of time

(C3)

The positive perceiving claimed the teacher’s demand as something fairly done

and reasonable as the outcome of the wisdom showed them ease.

50
4.3.3 Students’ Responses over Their Improvement through Using Reflective

Journals

4.3.3.1 Students’ Feeling after Writing the Last Final Draft

In general, the questionnaire results regarding the students’ feeling after doing

every activity were positive as they felt that they gain much knowledge as stated

in the following excerpt.

I feel like i gain so many knowledge. (A4)

With the knowledge, B2 and C4 dare to say that:

become more confident with what I write (B2)

By after doing the RJ, I can make a perfect paragraph. (C4)

Those comments above indicates the value intense learning practice which

results students to have good writing skill, confirming Nunan (2002) with his

remark that writing contributes to the development of skilled language use which

most likely works synergically with confidence.

Furthermore, as students considered the course and the tasks difficult. Many of

them show affective expressions as in feeling delighted. Noted in the following

statements:

What a relief to complete my own writing (A2)

I feel relaxed, excited and joy (C3)

Many elements inside of the course had caused the students to grow fond of it.

Relief. Because finally it's done. But a little sad also because i don't need to be pushed to

write again. (C2)

Thus, C2 comment indicates that not every intense doings were mean. Some will

get you closer to the essenceof hardwork.

51
4.3.3.2 Students’ Thought Regarding Their Final Project

Students’ thought on how well they did their final project were varied into

two classes. One is for those who thought that they did well. The other one is for

those who thought they could do better.

Those who thought they did well can be seen in the following statements:

I think i did great (C3)

C3 statement was supported by A3 as she shared on what made her thinks she did

great.

I did great because the help of the lecturer & also my friends who corrected the essay.

(A3)

On the other hand, although showing quite confidence, C2 thought there are

plenty of this that could be fixed.

Pretty good, i'd say, but i feel like i could improve on it a little more. There are things i

wish i'd knew then about writing essays. (C2)

Similar thought got bolder as some students show certain insatisfaction. As noted:

i`m pretty sure i was got many mistakes and so many broken wording. (B4)

very difficult. I think I still have a lot of mistakes working on essays and haven't

really understood. (B1)

I think my essay is not really good essay but I still satisfied because I put effort to

write it. (A5)

It can be inferred that some students thought they did well enough and were

grateful that the reflective journals helped them learn. However, because of the

same reason they actually thought they can do better.

52
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