Humming the Rhymes without Knowing the Lyrics: A Case of an English Lecturer's Reflection

Reflection seems to be a practical choice to develop teachers’ continuous growth (Richards & Lockhart, 1996; Zeichner & Liston, 1996). This study intends to explore a reflective teaching of an English lecturer in a local polytechnic's context. It is meant to identify her reflective teaching apart of her denial about being unfamiliar with the practice and unable to theoretically recall its concept. A participant was purposely selected due to her willingness and access to her teaching. Classroom observations, interview, and teaching journal were used to generate the required data. The content analysis was manually run to get the results. The findings reveal that participant's reflective actions (specifically refer to reflection-in-action) constantly present in her teaching. Overall, participant is considered as a reflective practitioner regardless her oblivious thought about reflective teaching.