Abstract

In term of assessing the students� understanding of the material in teaching and

learning, teacher of linguistic class in English teacher education department
attempts to use routine reflection as the strategy. Reflection is the necessary
thing to do as the first to set up the alternative paradigm of teaching and
learning. In Indonesia context only limited number of studies focus on routine
reflection in classroom processes. In this article applies a qualitative research
design to explore how the students� attitude toward doing routine reflection in
term of behavior, emotional, and belief aspects. By administered questionnaire to
30 students which randomly choose from linguistic class, the source of data is
gotten. This article also draws on supplementary qualitative data from interview
with six students and one teacher of linguistic class who have experiencing to do
routine reflection. The finding has revealed that students have positive attitude
in doing routine reflection; they showed happiness when doing routine reflection
(emotional), they did discussion to improve the understanding of the material
(behavior), and they belief that reflection enhance their ability in absorbing the
material (belief). Based on the findings, this article suggests for the other
subject to have any students� reflection to make strengthen the students�
understanding the material.
Key words: routine reflection, students� attitude, linguistic class.

Introduction
Teachers as educators attempt to use various methodologies to help the
learners comprehend the lesson and make the most of their learning experience. Some
of them make use of quizzes, ask for presentation, play fun games and do a
reflection. In recent years, there have been many teachers that use reflection to
rise up student�s ability accepting the materials given by the teacher. Boud and
friends (1985) stated teachers and trainers of informal education setting are
familiar with reflection which is assumed can be effective for everyone in a group.
Reflection is something that can measure what the students had learned about the
materials. Litke (2002) identified that personal development as the major benefit
of course reflection as students realize their strength and identifies their
weakness of the course which will eventually build their confidence. Similarly,
Svojanovsky (2017) in his research stated the successful reflection is necessary to
establish a culture of reflective practice also in other subjects.
However, the extent of reflection can be useful for classroom process is
influenced by students� attitude. Students� attitude is a way of thinking and
behaving in some situation. It is how do we are placing ourselves in a situation.
Ozet (2015) through his research said behavior, inner mood and learning are
influenced by attitudes which make the interaction between language learning and
students' environmental components. Components here refer to cognitive, affective,
and behavior as the students' attitude. While those theories clearly stated the
importance of attitude in teaching-learning processes, they cover it in learning as
general. However, in language learning especially in English, there are several
subjects that might appear different result of attitudes showed by students.
Therefore, in this recent study, the researcher only focus on the investigation of
students' attitude in linguistic class especially in the third semester of English
teacher education department major in academic year 2017/2018. This study is
necessary to conduct because some reasons. Firstly, routine reflection does not
apply on all of the subjects in a semester, so, through this study whether students
and teacher can identify the impact of routine reflection for themselves. Second,
through this research, the teacher will get any information related to what the
students' responses to her teaching strategy using routine reflection.
The purpose of this study is to investigate how the students� attitudes
toward doing routine reflection in linguistic class. It is not only focused on
attitude in general but also explores the aspects of the students' attitude
including cognitive, affective or emotional, and behavior in the relationship in
doing a reflection. It resonates with (Eigle and Chaiken: 1993) that discuss the
components of attitude which consists of ABC parts, cognitive, affective, and
behavior. This study had been conducted within 2 months and the result of the study
suggests that online routine reflection should be applied continuously. As
described, this study is expected to give the insight to increase teachers'
awareness of the importance and the advantages of reflection and of building
students' interest in doing a reflection of their lesson and learning experiences.

Literature Review
� What is Routine Reflection?
Experts vary in the definition of reflection. Winkel and friends (2017)
defined reflection as students� critical components of learning which can enhance
competence, humanism, and professionalism. Similarly, Litke (2002) stated
reflection is a critical thinking process of the effect of academic content. Both
of them consider reflection as the critical process in term of the academic area.
Yet the first definition place reflection as a part of learning and the second
definition stated reflection as the impact of the academic applied. From that
statement above, it indicates that reflection relates to learning activities which
engage the students to think critically. However, Boud (1985) in his book tried to
define the definition of reflection at some point of views. From a physical view,
he said that reflection seems like a mirror which can reflect our self, the way to
see and look the parallel world. From the human view, he places a reflection as
make a sense through our experiences that we had before. And he attached the group
and people view about reflection which means meditation of active discussion about
recent issues.
Although the definition of reflection was still unclear, experts believe that
reflection has an important role in the teaching and learning process. According to
Kung JW (2004), reflection can stimulate students advancing knowledge and
understanding the material. In the same way, Winkel (2017) in his research
conducted on medical education stated reflection not only advance the students
knowledge but also explore the emotional challenging. Through reflection, it can
measure how far the students can reflect their learning processes. By doing routine
reflection help the students reflect and explore their learning progress routinely.
Winkel (2017) in his book offers three points which should be bear in mind related
to the advantages of doing reflection. First, self- evidently which means only
students who can reflect on their own experiences in learning. Second, reflection
pursues in intent which means it has a purposive goal. And the third, reflection is
the complex one which integrates cognition and feeling. On another hand, Greenway
offers 3 stage models to guide a reflection called experiential learning. Those
stage are Plan>>Do>>Review>> cycle.

� The Nature of Attitude

To discuss deeper about attitude, it is important to start with the
definition of attitude. Some experts make vary in term of attitude based on several
points of view. In a psychological term, attitude can be simply called as
characterizes a person. It resonates with Fishbein and Ajzen (1975) define an
attitude as the general feeling (ranging from positive to negative) or evaluation
(good or bad) that a person has towards self, other people, objects, and events.
However, in language learning term, attitude can be specified based on Smith�s
perspective (1971): �An attitude is a relatively enduring organization of beliefs
around an object or a situation, predisposing one to respond in some preferential
manner�. Similarly, Latchanna, G. and Dagnew A (2009) define attitude is
considered as an important concept to understand human behavior which includes
beliefs and feelings. Belief is an important component to determine successful
learning. Based on Lennartson (2008) stated if the students believe that they can
do the learning, so, the learning will be a success. That is why there are a
positive attitude and a negative attitude. The negative one as Viet (2017) said it
can change to be a positive attitude and make a positive outcomes.
In addition, Garret (2003) define attitude not only focused on belief but,
there are three components in attitude; they are cognitive, affective, and
behavior. Cognitive aspect is formed through thought � both by individual and
group efforts � resulted from stereotype toward a language and its speakers.
Affective aspect is related with what one feels in accordance with a language,
while behavior aspect is seen more on how people consciously or
unconsciously behave toward a language.
Attitudes has significant role in language learning. This statement comes from the
research that conducted by Oroujlou (2011) which stated motivation and attitude
have great roles in raising students� proficiency and efficiency on learning.
Equally, Osborne (2003) said that research in attitude is important in order to
understand the student�s motivation in learning in order that the better classroom
environment and activities can be designed to raise the pupil�s interest. A good
attitude can create good environment in the classroom, if the students feel excited
to learn the goal will easily achieved. Therefore, good attitude can make students
learn without preassure, they will study comfortably, moreover they will enjoy the
learning process. According to Viet (2017) attitude define as one of the important
factors influence effective learning. So, by understanding the students' attitude
might help the educators, school manager teaching programmers develop strategies to
improve the students' outcomes.

� The Relationship Between Attitude and Reflection

Most of the studies about attitude in language learning focused on the three
components of attitude itself; they are cognitive that related to knowledge and
information about language, belief and values and also feeling or affective. Those
components influence the students' learning processes. Based on the research that
conducted by Saracaloglu (2015) identified that there is high relationship between
students� attitude and achievement. Unfortunately, this study does not discuss the
affective component of attitude which might influence the students� achievement.
The other study which conducted by Viet (2017) investigated the relation between
students� attitude towards learning foreign language. The results showed that the
students have positive attitude towards learning English as the foreign language.
This study focused on English as foreign language, however, in recent study focused
on linguistic class as a part of English subject and reflection as the strategy
that applied. So, we propose, with this recent study will give information about
the students� attitude toward doing routine reflection in linguistic class in three
aspect components of attitudes so that the educator can define the best strategy so
that enhance the students� competence in learning.

Method
This study conducted in UIN Sunan Ampel Surabaya, especially in English
teacher education department at the third semester on academic year 2017/2018.
Therefore, the participants come from students who study in linguistic classes who
taught by the same teacher. The total participants are 30 students consist of 70 %
female and 30 % male who were chosen randomly and one teacher of the linguistic
class. To answer the research questions, this method involved questionnaires and
interviews. The questionnaires administered to whole the participants but the
interview section was conducted for only in six students and one teacher of a
linguistic class.
The questionnaire in multiple choices consists of 20 questions which break
down into three parts as the manifestation of attitudes aspects. The question
number 1 � 4 represents behavioral aspect, the question number 5 � 13 represent
the affective aspect, the question number 14 � 17 represent the belief aspect, and
the three last questions in an open-ended question to strengthen the students'
choices in previous questions which related to those three aspects. To confirm the
data in the questionnaire, the researcher invited six participants and teacher of
the linguistic class in the interview section.
To conduct the interview, the researchers using interview guideline which
consists of 10 questions. The questions for the students are different from the
questions for the teacher but both of them are related to three aspects of attitude
like the questions in the questionnaire. The interview conducted individually for
each participant and lasted for 5 � 10 minutes. The interviews are audio recorded
and the recordings are transcribed into words but not very in detail until the
phonological term.
To analyze the data, the researchers use two steps. First, for the
questionnaire analyze using SPSS program. The results represent in a form of
charts. And for the interviews, after the researches transcribed the audio
recorded, the next step is to make coding based on the transcribed text. The
results of the interview used for support and confirm the data from the
questionnaire.

Result
1. Students� Emotional attitude towards doing routine reflection
The result achieved from the questionnaire and interview about students attitude,
as you can see in Table 1 shows that students attitude towards routine reflection
is positive. Almost all of the students engaged in doing routine reflection and
they are not afraid if the reflection had read by the lecture. This can be shown
from the fact that the higher percentage (32 %) of the students enjoy doing the
writing reflection and (40%) are not afraid of if their reflections are read by the
lecturer. These data are confirmed by interview responses in that 3 out of 6 (28
%) students that they are happy to do the writing in routine reflection while the
other 2 students stated that reflection is just a routine and can be a habit.

2. Students� Behavior toward Doing Routine Reflection

The diagram 2 shows the students have positive behavior to do a discussion session
with their classmate about the material before having reflection. This is reflected
from the students responses in (33%) of the students do a discussion with their
friends dealing with the material in routine reflection and (34%) of students are
happy to do that. These data confirmed from the students� interview responses in
those 4 out of 6 students (33%) make a discussion session as the way to do the
reflection while the other 2 students prefer to make an outline first.

3. Students� Ability Improvement through Routine Reflection

The result on diagram 3 achieved from questionnaire and interview data. This result
deals with the students� ability improvement through routine reflection. Students
showed positive attitude reflected from their questionnaire responses in (30%) that
students improve their material understanding by doing routine reflection. This
result confirmed with the students� responses in (35 %) that students improve their
writing ability through routine reflection. Moreover, by the data in interview
section showed 5 out of 6 students response they improve their writing ability
because the routine reflection required them answer the question by writing section
while the other one stated that routine reflection does not influence their writing
ability because it just a review. Those results in line with the teacher statement
that students can improve their cognitive aspects like knowing new vocabularies.
Additionally the teacher stated that there is a different students� achievement
when the students� given routine reflection or not. The students given routine
reflection show the better achievement that the students who not given routine
reflection.

Discussion
Answering the research question, the findings are break down into three parts
section based on the aspect as the research focus in this article. They are
students� attitude in affective or emotional aspect, students� attitude in behavior
aspect and the last students� attitude in cognitive aspect. The researchers find
the students have positive attitudes in doing routine reflection on those three
aspects of attitude; affective, behavior, and cognitive. This term recall the
theory from Aiken (1997:251) mentions three characteristics of attitudes which
consist of; (1) cognitive (knowledge or intellective), (2) affective (emotional and
motivational), and (3) performance (behavioral and action) component. However, it
can be seen from the students� attitude in the classroom. From emotional aspect,
the result shows they feel happy and enjoy doing routine reflection and they are
not afraid if their reflection read by the teacher. It can be proposing a positive
vibe for the students so that they have more engagement with the material.
The second aspect related to students� behavior in doing routine reflection.
It shows positive attitude reflected from the students� response that most of them
tend to have discussion with their friends before doing the reflection. It can
enhance the students� critical thinking for delivering the idea and sharper the
understanding of the material. It can be seen that in order to have better
understanding in material, teacher can implementing routine reflection so that
students� can discuss with their friends and get deep understanding for the
materials and they got higher mark for their score.
The third aspect discussed in this article related to the students� attitude
in cognitive aspect. For cognitive aspect students� get more understanding about
the material. This is because the question in routine reflection related to the
material that taught by the teacher in the class. It also attempts to have positive
influence to students� writing skill because when answering the question, they are
required to type the answer, so in directly to have a good answer the students
should have good writing skill. Similarly, the teacher confirms that through
routine reflection can build the students vocabulary mastery because in answering
the question the students are required also to have some new vocabularies related
to the topic that discussed, so, by doing routine reflection might be the one ways
to develop students vocabulary mastery. Furthermore, from those benefits are
mentioned and from the teacher and students� responses, it expected to have routine
reflection regularly in the classroom activity.

Conclusion
Assessing the students understanding of the material can be done in many
ways. Doing routine reflection as the one choice for the teacher that applied in
linguistic class in EFL Classroom at Uinsa. The teacher tries to have online
routine reflection through Edmodo application by giving questions related to the
material taught in the class. However, this kind of activity offers students to
have their responses in several aspects, for example; emotional, behavior, and
cognitive.
The findings of this study have an important implication especially for EFL
teacher. This study investigates the students� attitude in three kinds of aspects;
emotional, behavior, and cognitive. The students� attitude in those three aspects
are show positive attitude. This finding revealed that the teacher is aware of the
students� progress in absorbing the material by giving reflection. However, there
is no clear how the teacher design the question of the reflection and how the
teacher�s role in it also how the students responses. Thus, future research needs
to investigate the implementation and the perceptions of routine reflection in any
subjects of EFL classroom.