Blog as A Tool of Reflective Learning

to Enhance Students’ Critical Thinking

Umi Nur Rohmah
English Education Department, Sebelas Maret University
ABSTRACT
Using the theories of critical reflection and community of practice, the aim of this research is to explore the use of blogs as a
reflective platform in the learning processes of English as a Foreign Language (EFL) student; they are studying English in the 2nd
grade of senior high school. Blogs, which are one of the social media that are easy to set up and manage, enable students to use
blogs as a tool for reflective learning. Sixty-four students in two natural sciences program in the 2nd grade of senior high school
are participated in this research. They write 10 blog posts on chapter or topic that has been thought and students are available to
add some references. The data collect is qualitative in nature, consisting of students posting messages and comments on the
blog, surveys on the students’ reflective experiences using blogs as reflection tools, and group reflective dialogues recorded by
teachers in class meetings over the implementation of blogs during the course. Finding shows that the student actively discussed
about the materials and they have additional information from their references. All of 64 students who take part in this research
consider technology a useful tool for reflecting and communicating with others. The positive implications for the use of blogs as
a medium to provide and promote critical reflection for EFL teachers are discuss.

Introduction Action Plan

Blogging is one way to communicate in a social context
through the medium of technology. It is easy and simple for
both students and teacher, so that blogs become the most
popular ICT that can be used in teaching-learning process.
This research demonstrates the academic potential that
exists in the blogging process. The purpose of the current
research is to explore the use of blogs as a reflective
platform in the learning processes of English as Foreign
Language (EFL) students.
Literature Review
There is no doubt that blogs can be a tool for reflective
learning. According to Thorpe (2005), reflective learning
journals refer to “written documents that students create as
they think about various concepts, events, or interactions
over a period of time for the purposes of gaining insights
into self-awareness and learning” (p. 328).
A blog, as quoted by Yang (2009), is “an online journal that
users can continuously update, in their own words, online”.
Pre-service teachers can engage in three blogging
behaviours, (1) write, (2) read, and/or (3) comment that
result in a reflective experience that resides along a
continuum that ranges from an individual level to a
community level.
This research is classroom action research.
The subjects are sixty-four second grade of senior high
school students. The data collect is qualitative in nature,
consisting of students posting messages and comments on
the blog, surveys on the students’ reflective experiences
using blogs as reflection tools, and group reflective
dialogues recorded by teachers in class meetings over the
implementation of blogs during the course
Students read books and articles related to the topics in
every chapter from teacher’s module. This kind of activity is
divided into two major classroom activities. First, a group-
work consists of 4 students. Second, they work individually.
After reading, they write blog that contains the title of the
chapter, summary from the articles or book that they have
read before and things that they have learned.
From this activity, students may have questions about the
materials or new things that they have found.
Students’ critical thinking in writing a blog dealing with
reflection learning.
Contact: uminurrohmah95@gmail.com
tanumichopper.tumblr.com

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Yang, S.-H. (2009). Using Blogs to Enhance Critical Reflection and Community of Practice. Educational Technology & Society, 12 (2), 11–21.