SKRIPSI INVESTIGATING PRE-SERVICE TEACHERS’ SELFREFLECTION ON ENGLISH LANGUAGE TEACHING DURING THE COVID-19 OUTBREAK | PERPUSTAKAAN UNTIDAR : Repositori Mahasiswa Untidar

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SKRIPSI INVESTIGATING PRE-SERVICE TEACHERS’ SELFREFLECTION ON ENGLISH LANGUAGE TEACHING DURING THE COVID-19 OUTBREAK

FATMA ZUNITA - Nama Orang;

ABSTRACT
Zunita, Fatma. (2024).
Investigating Pre-service Teachers’ Self-Reflection on English Language Teaching During The COVID-19 Outbreak. A paper. English Education Department. Faculty of Education and Teacher Training, Universitas Tidar. Supervisor I Dr. Farikah, M.Pd. Supervisor II Agnira Rekha, M. Pd.
Keywords: Self-Reflection, Pre-service teachers, Online Class The role of self-reflection becomes more important since it can give betterment for the teaching and learning process. According to Wallace (1998), "Reflective teaching is the critical exploration of one's teaching practice and is essential to life-long professional development. Reflection commonly comes from the lecturer or supervisor who gives feedback on the teaching practice that has been done. As a result, the students who did teaching practice can also do self-reflection on their teaching practice to evaluate their teaching performances. This study investigated Pre-service teachers' opinions on self-reflection, how Pre-service teachers do self-reflection, and the advantages and disadvantages of doing selfreflection during English language teaching during the time of the COVID-19 outbreak. The writer used a case study approach to conduct the study. The subjects of the study were five Pre-English Teachers of the English Education Department Universitas Tidar who conducted the PLP Program in SMA N 1 Grabag in the academic year 2020/2021. In this study, the instruments are questionnaires, interviews, and lesson reports. The writer used methodological triangulation to determine the validity of the data. The results show that the Pre-service teachers considered self-reflection as an essential part of teaching. It is also about the strength or weaknesses of the teaching practice. Self-reflection can make Pre-Service teachers understand the student's reaction to the teaching-learning activity, improve the effectiveness of teaching practice, and make betterment for the next teaching-learning activity. There were three types of self-reflection, namely reflection-before-action, reflection-in-action, and reflection-on-action. The strategies that the Pre-service teacher used are journaling, observation, action research, survey, lesson report, and audio recording. The pre-service teachers found it challenging to do self-reflection but never got bored with it. Self-reflection helps Pre-Service teachers raise selfawareness, improves teaching techniques, and enhances student learning outcomes by applying self-reflection. The writer suggests that Pre-service teachers evaluate teaching performance to achieve the learning outcomes. Pre-service teachers who apply self-reflection can understand the students' needs, the suitable teaching techniques, and enhance student performance. As a result, the students also need to be more active during the activities so that the teaching-learning activity can be successful.

Ketersediaan

93-UN57.U1-SING-X-2024 INGGRIS ZUN I 2024 Ruang Skripsi (PENDIDIKAN BAHASA INGGRIS) Tersedia namun tidak untuk dipinjamkan - No Loan

Informasi Detail

Judul Seri: -
No. Panggil: INGGRIS ZUN I 2024
Penerbit: MAGELANG : UNIVERSITAS TIDAR., 2024
Deskripsi Fisik: XIV;116HAL;29.5CM
Bahasa: English
ISBN/ISSN: -
Klasifikasi: 420
Tipe Isi: -
Tipe Media: -
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Edisi: -
Subjek: PRODI_S1_PENDIDIKAN_BAHASA_INGGRIS
FAKULTAS_FKIP
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