| dc.description.abstract | Bandura (1997) stated that self-efficacy is the belief system of capabilities
to construct and execute the course in action that required producing given
attainments. Also, the role of self-efficacy is representing people's belief about
their abilities to generate performance levels. The personal belief is the belief
possess by each individual pre-service English teacher concerning his or her
ability for example in their feelings about becoming a newcomer in the real
classroom, thoughts about the materials, in motivating students, in behaving
during the teaching and learning process.
In this research, the self-efficacy aimed at pre-service teachers about their
effort and their persistence to complete the task demand in teaching with their
ability performance. The specific context of self-efficacy means the level of
perceived ability of an individual can change following a certain situation and task
(Swackhamer, et.al., 2009; Tschannen-Moran, et al., 1998). Especially, in
teaching and learning the English language for the pre-service teacher. The
success in the teaching and learning process for pre-service teachers is certainly a
memorable experience. The research was conducted during the teaching
practicum program done by the pre-service English teachers of English Language
Education of one public university in East Java. The purpose of KKPLP program
is applying of teaching and learning practicum to the students in certain junior or
high school environments.
This research investigated the pre-service English teachers’ self-efficacy in
teaching English to senior high school students. To obtain a more in-depth and
comprehensive description of the pre-service English teachers' self-efficacy levels
in senior high school, this study applied the case study design. This research is a
qualitative research. As a result, the researcher collected data using the self-report
approach.To get the data of this research, as the researcher , I used the semi structured interview by providing open-ended questions to ask the interviewee according to the research context of the research. The contents of the interview
guidelines included the questions about how the pre-service English teachers’
performance, feel, believe, and think during teaching practicum program at senior
high school level. The criteria in choosing the participants are they pre-service
teacher as a student-teacher who are studying in the faculty of teacher training and
education for at least 3 years. He or she has been taking the KKPLP program in
2020 as part of their study to become a competent teacher in the future. Data
analysis method, the researcher used model from Creswell (2018). There are six
steps to analyze the data in qualitative research. Those are organizing and
preparing the data for analysis, reading through all the data, coding the data, use
the coding data to generate a description and themes for analysis, interrelating the
themes or description, and interpreting the meaning of description or themes.
The research result of this research, after analyzing the self-efficacy of
pre-service English teachers during the teaching practicum program, it was found
that pre-service English teachers felt a sense of anxiety, worry, fear, and
nervousness when they were about to start teaching. However, it will show that
pre-service English teachers have low self-efficacy if they cannot overcome the
feeling. Meanwhile, the feelings of pre-service English teachers when teaching
were different from before; they felt happy, calm, and confident. The pre-service
English teachers thought that they have mastered the material and are ready to
teach high school students, while there is one pre-service English teacher who is
not very ready to teach. One pre-service English teacher do not believe in her
ability, but four pre-service English teachers believe with their abilities. All five
pre-service English teachers feel more comfortable with elementary and high
school students. The things that motivate pre-service English teachers are support
from the family and school environment, the existence of teaching experiences
that create and continue to convince themselves of their abilities. Furthermore, the
actions taken by English teachers during the teaching practice program were to
prepare materials, learning media, and lesson plans.
The result of this research is expected to give meaningful contribution
especially for the pre-service English teacher and other researchers. Pre-service English teachers should believe in their abilities. Thus, they can increase their
motivation and do their best when teaching and do not need to feel worried and
afraid because that will make them distrustful and easily give up on the task at
hand. For other researchers that want to conduct the same research, it will be
better to observe the self-efficacy of pre-service English teachers in the teaching
and learning process in an offline system and ensure that the participants have
similar teaching experiences to make it easier for the researcher to observe
differences. In order to observe their performance in teaching the students in the
classroom directly. | en_US |
