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SKRIPSI EXPLORING INDONESIAN EFL PRE-SERVICE ENGLISH TEACHER DURING INTERNATIONAL TEACHING PRACTICUM PROGRAM AS REFLECTIVE PRACTICE: A NARRATIVE INQUIRY STUDY

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The SEA-Teacher Batch 10 international teaching practicum program required Indonesian pre-service English teachers to adapt from teaching English as a Foreign Language (EFL) in Indonesia to teaching English as a Second Language (ESL) in the Philippines. This transition presented various pedagogical, linguistic, and cultural challenges. Therefore, this study aimed to explore how reflective practice was implemented by an Indonesian pre-service English teacher during the international teaching practicum program and to identify the challenges encountered throughout the teaching experience. This study employed a descriptive qualitative design using a narrative inquiry approach. The participant was a preservice English teacher from Universitas Tidar who joined the SEA-Teacher Batch 10 program at Far Eastern University High School, Philippines. Data were collected through reflective journals, lesson plans, classroom observations, mentor feedback, and semi-structured interviews. The data were analyzed using data condensation, data display, and conclusion drawing. The findings revealed that the participant implemented reflective practice through Kolb’s Experiential Learning Cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Reflective practice enabled the participant to evaluate teaching experiences, adjust instructional strategies, improve classroom communication, and develop professional competence. The study also identified several challenges, including curriculum differences, varying student English proficiency, classroom communication, time management, and pedagogical adaptation in a multicultural environment. Through continuous reflection, the participant developed greater selfawareness, teaching confidence, adaptability, and intercultural competence. In conclusion, reflective practice contributed significantly to the participant’s professional and pedagogical development during the international teaching practicum. The findings suggest that integrating reflective practice into teacher education programs can better prepare future English teachers for multicultural and global teaching contexts.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

INGGRIS QOD E 2026

Penerbit

MAGELANG : UNIVERSITAS TIDAR., 2026

Deskripsi Fisik

XIII;167 HLM;29 CM

Bahasa

English

ISBN/ISSN

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Klasifikasi

420

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PRODI_S1_PENDIDIKAN_BAHASA_INGGRIS
FAKULTAS_FKIP

Info Detail Spesifik

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Pernyataan Tanggungjawab

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Versi lain/terkait

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