A DESCRIPTIVE ANALYSIS OF THE USE OF STUDENTS’ REFLECTIVE JOURNAL AS PRESCRIBED IN THE BOOK “WHEN ENGLISH RINGS A BELL”

VATMALA, ULFA ANA (2019) A DESCRIPTIVE ANALYSIS OF THE USE OF STUDENTS’ REFLECTIVE JOURNAL AS PRESCRIBED IN THE BOOK “WHEN ENGLISH RINGS A BELL”. Other thesis, IAIN SALATIGA.

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Abstract

The objectives of the study are to find out the use of students’ reflective journal and to explore the role of students’ reflective journal in the English textbook “When English Ring’s a Bell” for the eighth-grade students. The textbook recommended by Department of Education and Indonesian Culture as we known Kementrian Pendidikan dan Kebuayaan Republik Indonesia (Kemendikbud) in 2013. The Methodology of the research was qualitative research, especially descriptive analysis study. The techniques of collecting data were the documentation, observation, and interview to explore the content of the textbook and the use of students reflective journal, this research conducted in Dinas Pendidikan in Salatiga City and SMP N 9 Salatiga in the academic year of 2018/2019. Moreover, the aims of this research were to find out the benefits, strengths, and weaknesses of the students’ reflective journal as the implementation of curriculum 2013. Thus, the writer finds there are some benefits of the use of students’ reflective journal in the textbook “When English Ring’s a Bell” for the eighth-grade students. The results of this study indicated that the use of students’ reflective journals as a reflection in the learning process to help students to recall the lesson that has been obtained during learning process accordance with Kolb’s theory of ‘experiential learning’ and Moon’s theory of the learning-journal. The use of students’ reflective journal was in line with the aims of curriculum 2013 where students can develop critical thinking and be more active in the classroom during the learning process. Furthermore, the students’ reflective journals can help teachers to identify students’ difficulties and also improve teachers’ in the learning-teaching process.

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