Utilization of Lesson Analysis as Teacher Self Reflection to Improve the Lesson Design on Chemical Equation Topic

The research is aimed to investigate how lesson analysis as teacher’s self-reflection changes the teacher’s lesson design on chemical equation topic. Lesson Analysis has been used as part of teacher training programs to improve teacher’s ability in analyzing their own lesson. The method used in this research is a qualitative method. The research starts from build lesson design, implementation lesson design to senior high school student, utilize lesson analysis to get information about the lesson, and revise lesson design. The revised lesson design from the first implementation applied to the second implementation, resulting in better design. This research use lesson analysis Hendayana&Hidayat framework. Video tapped and transcript are employed on each lesson. After first implementation, lesson analysis result shows that teacher-centered still dominating the learning because students are less active in discussion, so the part of lesson design must be revised. After second implementation, lesson analysis result shows that the learning already student-centered. Students are very active in discussion. But some part of learning design still must be revised. In general, lesson analysis was effective for teacher to reflect the lessons. Teacher can utilize lesson analysis any time to improve the next lesson design.

with students. Previous research that has been done by S (2015) shows that the teacher can generate a lesson of good design through self-reflection process with the help of lesson analysis on simple organic and inorganic compounds nomenclature topics. The next question is, how utilizing a lesson analysis as teacher self-reflection can improve the lesson design on chemical equation topic? In this study, main focus is the analysis of the effects of self-reflection process with the help of lesson analysis towards the lesson design designed by teachers.

Method
Qualitative method was used in this research. All data shown as descriptive form. The data collected is in the form of words of picture rather than number (Sugiyono, 2013). The research starts from build a chemical equation lesson design, implementation lesson design to senior high school student, utilize lesson analysis to get information about the lesson, and revise lesson design. The revised lesson design from the first implementation applied to the second implementation, resulting in better design for second implementation. The lesson process in the second implementation also analyzed by using lesson analysis. Then the findings from the analysis will be used to revise the last lesson design.
This research use lesson analysis Hendayana&Hidayat framework (2013) that have been adapted with student characteristic and learning condition in Indonesia. During the lesson process, all students and teachers activity are recorded using voice recorder and video recorder. Those records then transcripted, and applied to Hendayana&Hidayat lesson analysis framework. This lesson analysis format consist of conversation codes that occurs during lesson process. Each student-student and student-teacher conversation will be coded. The pattern that formed from the coding result will shows whether the lesson is teacher-centered or student-centered. Teacher then may use that pattern to reflect the lesson and improve the next lesson process. Flow of the research can be seen on Figure 1.

Build a Chemical Equation Lesson Design
Lesson Design that made in this research is different from Lesson design in general. The design consist of lesson activity or deductive situation created by the teacher, prediction of student's response, and teacher's anticipation. Objective of the lesson is to make the student be able to writes and equalizes chemical equation. So that the learning objectives achieved, the student's response prediction and teacher's anticipation should also be included into lesson design.
Lesson design that has been designed consists of two events, classical discussions and group. Both of these activities are designed to be student-centered learning through teacher's directives. The learning process of chemical equation starts from classical session. At classical session, teacher demonstrate reaction of nail with hydrochloric acid. This demonstration was observed by the students.Students and teachers then jointly determine the changes and write the equation.Then the students assisted by the teacher determine how to equalize the coefficients of equation.
Once the students gain a way to write and equalizes the equation, the learning process switched to a group. Students were divided into 8 groups, each consisting of four. Students work on five questions given by the teachers through discussion with a friend in the group. Each question will be reconfirmed in the classical style with the help of teachers.

First Lesson Analysis and Teacher Self Reflection
Following data obtained after transcripting and applying the recorded sound and video into lesson analysis format: 3.2.1. Classical Session. At this session, there are 184 classical dialogue/step which consists of 170 steps monologue of teacher's question-student's responses, and 10 steps student's initiative-teacher's response. Table 1 shows the categories of monologue teacher's question-student responses appear on a classical session in the first implementation. Based on existing data, it can be concluded that the learning process of a classical session in the first meeting is almost student-centered. This is because many students respond or argue when the teacher asked. Students do not just answer the closequestion or resume fragments, but students often provide longer answers. As at the time of observing the demonstration, students observe and propose changes. There is also a dialogue initiative of the student-teacher response in the form of questions. This dialogue is there, although only slightly. Table 1.
Step number appears during classical discussions in the first implementation No.

Category
Step Number Appears Ask definition Answer by remembering notes 5 4 Ask with limited answer Choose answer with no reason 12 5 Ask reason (contend) Answer by reading text-book 39 Answer by remembering notes 41 Answer using own words 50 6 Paraphrase question Answer using own words 6

Group Discussion Session.
In the group sessions there are 1093 steps student's dialog. Number of dialogue with the involvement of teachers are 438 steps, while the dialog without the involvement of teachers are 655 steps. Based on these data it can be seen that the student-student dialog more dominant than the dialog between teacher-student. This indicates that students are active in group discussions. But in the group discussion of this first meeting there still some interruptions or teacher's involvement during the discussion process. Data of student's dialog with teacher's involvement is shown in Figure 2, and without teacher's involvement is shown in figure 3. Based on figure 2, dialogs that occur the most are TTS-RIP and TPS-RPI. TPS-RPI dialog is a dialog in which student asks for teacher's approval regarding their assignment, and teacher lead them to find correct answer through question. TTS-RPI is a dialog in which student asks a solution of unresolved assignment, and teacher answers by giving question so the student can find their own answer. Based on this data, it can be concluded that there still many teacher's involvements in group discussion session. Teachers should let students discuss more with friends in the group. But teachers can anticipate questions from students well. Teachers did not directly answer student's questions, but first lead students by asking questions. Through these questions students are encouraged to think and obtain their own answers. Figure 3 shows the kind of student's dialogue that appears during the student group discussion. The dialog that appears most in every group is EKB and EKM. These data indicate that students in each group do a question and answer to complete the tasks assigned by the teacher. Besides question and answer dialog, the students also argue about a problem. It can be seen from the number of agreeexpressions (EKS) and disagree-expressions (EKT) showed by the students. In addition there is also the expression of "AHA" indicating that students achieve or obtain something. This further confirms that the students work together in solving the problem given by the teacher in the group.  Based on the data that has been described above, it can be concluded that in the implementation of first chemical equation lesson design, the learning process has been student center, although there are still many interruptions from the teacher. Besides the data described above, it can be seen how the teacher guides the learning process, whether the learning process goes according to lesson design or not. Based on the results of the lesson analysis, teacher self-reflection results obtained through interviews as follows:

Revise First Lesson Design
Based on the results of teacher self-reflection, it can be concluded that the interruption of teachers in the next learning should be reduced in order to maximize the student's ability to complete the task by discussing in groups. Demonstration of nails and hydrochloric acid is less attracted to the students and students hard to write the reaction, therefore, the demonstration should be replaced with a more interesting reaction, burning Mg. In addition, teachers must review the rules of nomenclature of compounds to make students more easily write down the equation. Then, answer's confirmation is also less effective so that many students hesitate and many students ask answers and confirmation to teachers.

Second Lesson Analysis and Teacher Self Reflection
After the lesson design was revised and implemented in a different class, the teacher re-analyze and do self-reflection. At classical session, there are 320 steps that consist of 253 steps monolog of teacher's question-student's response and 13 steps monolog of student's initiative-teacher's response. Table 2 shows the categories monologue of teacher's question-student's response that appear in classical session at the second meeting. Based on these data it can be seen that the teacher has been directing the learning process in becoming a classical session centered on students. It can be seen from the reduced number of questions with short answers and the growing number of questions with open answers. Student's response was also nice, shown in table 2 many students answered teacher's questions using their own sentences. Ask with limited answer Choose answer with no reason 29 5 Askreason (contend) Answer by reading text-book 24 Answerwith student's own argument 149 6 Paraphrase question Answer by remembering notes 8 Answer using own words 26 Based on table 2 can be seen that in the second implementation, the student-teacher dialogs were much reduced. This means that teacher already reduces interruptions during the group discussions. Data of student's conversation during group discussions with teacher's involvement is shown in figure  4, and without the teacher's involvement is shown in figure 5. Based on the figure 4, a category of dialog that appears the most TTS-RPI, RPI-TPS, and TTS-MMR. TTS-RPI is a category of dialog in which students asking the solution of the problems they face, and the teacher directs them find the solution by giving questions. This category appears because most students confused when writing the chemical formula in the equation, other than that the students are also confused in equalizing the coefficients of the equation. TPS-RPI is a category in which students requesting approval of teachers and the teacher did not directly answer, but to give students directive question and gain confidence in their answers. Students often still have a doubt about the chemical formula which he wrote, in addition students are also often hesitant when equalize the equation. TTS-MMR is a category of dialog in which students ask about the solution of an unresolved problem. Teachers answered these questions by giving steps so that the students can obtain the solution of the problem. It happen while there some confusion occurs when students equalizes equation. In group discussions, category of dialog most commonly found are answering (EKM) and asking (EKB) in the group, as well as affirmative and negative expressions ( figure 5). This shows that students discuss well in the group. Group 6 and group 7 has the most amount of asking and answering dialog, this group also had the most AHA expression. These groups discussed so well that they found many new facts and find solutions to their problems (expression AHA).
Based on the above data, it can be concluded the learning process has been student-center, the interruption of the teachers have been greatly reduced. Based on the results of the lesson analysis, teacher self-reflection results obtained through interviews as follows:

Revise Second Lesson Design
Based on the results of teacher self-reflection, lesson design had to be revised again. Exercises should be reduced because of the lack of time available. Confirmation about the activities also require additional time for more effectiveness. In addition, teachers should be working to make learning more student-centered. Teacher's effort can be further reduced interruptions when students discuss and provide students the opportunity to be asked for more.

Conclusion
Lesson analysis can be used as a tool to reflect on the learning process by the teacher. Lesson analysis gives teachers a variety of views to observation, reflection, and the study of learning in the classroom. Through self-reflection activities that assisted with lesson analysis, the teacher can be aware of how the learning process has been done, how the teacher interaction with students or students with the students during the learning process. In addition, teachers can also find out the problems that occur during the learning process, either in terms of material or on how to guide the class. After realizing the problems, teacher can correct or seek solutions to these problems so that the learning process is getting better in the future.