EFL Pre – Service Teachers’ Implementation of Reinforcement Strategies in the Microteaching Class

Abstract

One important aspect that supports the readiness of pre-service teachers is the ability to manage the classroom and encourage student involvement in active participation, one of which is through reinforcement strategies. In the context of microteaching, reinforcement is a strategy that can be used to create a positive learning atmosphere and build confidence for students in the learning process. In this context, microteaching helps teachers to better understand the processes of teaching and learning and provides the opportunity to learn teaching skills, to study their own teaching, and to study the teaching of others (Reddy, 2019). This study was conducted to examine how EFL pre-service teachers implemented reinforcement strategies in the microteaching class. The research was descriptive case study with qualitative approach, it was conducted at one of the universities in East Java, Indonesia. I chose the English Education study program as the setting for my research. The participants of this study were three sixth-semester students who took a microteaching class in the English Education Department at a university in East Java, Indonesia. The participant was chosen purposively. I collected the data through classroom observation with video recording. In addition, this study used content analysis to analyze the collected data.