Using Gibbs� Reflective Cycle in Making Reflections of Literary Analysis

Adeani, Ikin Syamsudin; Febriani, R. Bunga; Syafryadin, Syafryadin

doi:10.25134/ieflj.v6i2.3382

Cited by 27 publications

(21 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Gibbs' Reflective Cycle is an established qualitative instrument that systematically and uncomplicatedly guides reflections. It has clearly defined components that significantly facilitate reflective practices [30]. It consists of six cyclical elements.…”

Section: Methodsmentioning

confidence: 99%

Gamification to Improve Participation in an Environmental Science Course: An Educator’s Reflection

Tang

2023

Acta Pedagogia Asia

View full text Add to dashboard Cite

Reticence prevalent among East Asian students has prompted educators to attempt different methods to engage them. Gamification of courses has gained popularity as an avenue to encourage students’ participation, and it is facilitated by the roll-out of diverse online gamification platforms. This study aims to reflect on an educator’s experience of incorporating elements of gamification in an environmental science course delivered in a micro-campus established through a Sino-American educational collaboration. Gibb’s Reflective Cycle was adopted to guide the reflection practice. Gamification was implemented with three online interactive platforms, namely Poll Everywhere, Kahoot, and Quizizz. Poll Everywhere was mainly used for short polls and activities during lessons, while Kahoot and Quizizz were used for quiz-like competitions whose scores did not contribute to students’ grades. Kahoot created a lively atmosphere in class but was constrained by limits on players’ numbers, internet control, and the lag between sending and receiving responses. Quizizz had more game elements, which thrilled individual players but was less able to create the lively classroom the educator desired. It was more stable, perhaps because it was less subjected to internet control. Poll Everywhere had a less attractive scoreboard and was more appropriate for short classroom activities. Students' interest in the platforms tended to wane with each repeated use of the platforms. To improve the gamification experience, a mix of platforms could be used, and locally developed platforms could be sourced for stability and diversification.

show abstract

Section: Methodsmentioning

confidence: 99%

Gamification to Improve Participation in an Environmental Science Course: An Educator’s Reflection

Tang

2023

Acta Pedagogia Asia

View full text Add to dashboard Cite

show abstract

“…There were four stages administered in this research after identifying the keywords in utilizing PRISMA. The reflection method was employed as it provides a framework for examining ex-migrant nurses experiences, and provided its cyclic nature lends itself particularly well to repeated experiences, allowing us to learn and plan from things that either went well or did not run well (Adeani, Febriani & Syafryadin, 2020). It is extensively administered in health research and is considered one of the most effective and efficient research, particularly during the Covid-19 pandemic (Adeani, Febriani & Syafryadin, 2020;Adebayo et al, 2021;Souza et al, 2021).…”

Section: Methodsmentioning

confidence: 99%

Ex-Migrant Nurses Empowerment after Recovery from Covid-19 Pandemic: An Analysis of Reflective Cycle Gibbs Model

Jumu¹,

Hardy²,

Riyadi³

et al. 2022

j. info kesehat.

View full text Add to dashboard Cite

During the Covid-19 outbreak, many ex-migrant nurses who had resigned and were living in Indonesia were unable to return to work. The objective of this study is to develop strategies for empowering ex-migrant nurses in the sustainable healthcare sector following the recovery from the Covid-19 pandemic. The Reflective Cycle Gibbs (RCB) model was employed during the research, which comprised six stages that began with a document review and PRISMA analysis. The PRISMA Analysis utilized Google search engines to filter documents from Google Scholar, Research Gate, and other sources. The RCB model examined 10 eligible journals and discovered records of nurses who returned to their home country due to inadequate pay, career development, workforce protection policy, and empowerment facilities. We concluded 4 problems encountered by returnee nurses i.e. lack of protection policy, poor wages, less career development, and lack of empowerment facilities.

show abstract

“…Concerning the implementation of the RRA to reflection writing, reflection facilitates the writer-readers to record their interaction and interpretation of literary works. Adeani et al (2020) explain that the reader's reflective thinking towards a literary text could be manifested in reflection. The purpose of this activity included considering the process of learning, reviewing something, building theory from observations, engaging in personal self-development, and empowering oneself as an individual (Adeani et al, 2020).…”

Section: Kinds Of Approaches Used To Teach Literature In the Efl Clas...mentioning

confidence: 99%

Lecturers’ perception on the implementation of approaches to teaching literature in EFL classrooms

Febriani

Rukmini

Mujiyanto

et al. 2022

SiELE

Self Cite

View full text Add to dashboard Cite

The selection of appropriate approach(es) to teaching literature in EFL classrooms becomes a necessity that they can result in good performance of the students, both in their critical thinking aspect and their language proficiency. The problem appears when the lecturer does not implement a suitable approach to literary analysis when teaching literature to the EFL students. These problems led to the student’s inability to perform as expected. The present study examines how lecturers perceive the implementation of approaches to teaching literature in EFL classrooms and their relations to improving the students’ reflective writing skills as the manifestation of the student’ responses to the literary works. Among the approaches studied were the Language-based approach, the Reader-Response approach, and the Philosophical approach. The study was carried out on six lecturers teaching the Literary Criticism course in the EFL classrooms at the university level. A questionnaire was distributed to the lecturers teaching this course at a university in Semarang, Indonesia, containing eight-question items regarding how they perceive the literary approaches and how effective they used them in improving the students’ reflective writing skills, in encouraging the students to think critically about the events in literary works and in relating the readings to some aspects of their own lives. The study revealed that each literary analysis approach in teaching literature has its benefits and characteristics. The study results also showed that each approach has its strengths and weaknesses that differ from one another.

show abstract

Using Gibbs� Reflective Cycle in Making Reflections of Literary Analysis

Cited by 27 publications

References 5 publications

Gamification to Improve Participation in an Environmental Science Course: An Educator’s Reflection

Gamification to Improve Participation in an Environmental Science Course: An Educator’s Reflection

Ex-Migrant Nurses Empowerment after Recovery from Covid-19 Pandemic: An Analysis of Reflective Cycle Gibbs Model

Lecturers’ perception on the implementation of approaches to teaching literature in EFL classrooms

Contact Info

Product

Resources

About