TEACHERS' DEVELOPMENT THROUGH REFLECTIVE PRACTICE USING AFL SKILLS IN ENGLISH TEACHING CLASSROOM

Abstract

This study aimed to examine the effectiveness levels of the AfL strategies in teaching practices and explain how the reflective teaching process on AfL strategies improves the teachers' development. This research used a mixed method involving six English teachers in several Subang, West Java, Indonesia, high schools. The participants consisted of two males and four females. The data collection instrument used was questionnaires. The questionnaire items were adopted from a previous study by Pang (2020) because it consists of nine elements of Assessment for Learning (AfL) strategies that can measure the reflective practice in the classroom. The questionnaire explored teachers' practices to reflect their English teaching and learning development. The finding shows that all teachers have implemented all strategies in their teaching practices. Most of the teachers assumed that self-assessment, collection of learning evidence, ad reflecting and revising teaching progress/content are the effective strategies in assessment with a percentage of 66,7%, followed by Learning objectives, Success criteria, Questioning techniques, Feedback, Observation, and Peer assessment at 50% among the others. This study had some limitations. First, it only used a questionnaire to collect data; second, the present study involved only a few participants. Future research should use additional instruments such as interviews to provide richer information on enhancing teachers' development and recruit more consumers from different geographical areas.

Keywords: Assessment for learning, English classroom, Reflective teaching, Teachers' development.