EFL PRE-SERVICE TEACHER’S ENGAGEMENT ON TEACHING ENGLISH DURING PANDEMIC: AN AUTOETHNOGRAPHY STUDY

Hestiyana. SID. 18010106008., H (2022) EFL PRE-SERVICE TEACHER’S ENGAGEMENT ON TEACHING ENGLISH DURING PANDEMIC: AN AUTOETHNOGRAPHY STUDY. Skripsi thesis, IAIN KENDARI.

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Abstract

ABSTRACT Hestiyana. SID. 18010106008. EFL Pre-service Teacher’sEngagement on Teaching English during Pandemic: An Autoethnography Study. Supervised by: Isna Humaera, S.Ag., S.Pd., M.Pd and Dewi Atikah, MA.Tesol. This autoethnography study aims to explore more the teacher's engagement activities experienced by EFL pre-service teacher on teaching English in-field teaching practice programs during the COVID-19 pandemic. The study was conducted at one of the Islamic boarding high school in Southeast Sulawesi, by using reflective teaching journals, and daily activity reflections of a pre-service teacher during the teaching program. Through thematic analysis, ten sub-themes emerge in this study, i.e., teacher contriving classroom, teacher devising instructional media, teacher evaluating recent teaching, the teacher providing exercises with the directive, teacher reviewing teaching outcomes, teacher observing students‟ behaviors, teacher promoting students to write, teacher encouraging students to speak, teacher advocating students to reinforce to learn, and teacher appreciating students. This study suggests future research can be conducted with a great number of participants at a different levels, pre-service teachers, novice teachers, or expert teachers. This study implies the nature, types, and examples of teacher activities related to teacher engagement should be introduced and discussed further with the institution, expert teachers, and teachers educators on how to develop various kinds of teacher engagement, how to apply it in the teaching field, to what the benefits a teacher offers and students, even for the long-term impact to the teacher, students, or an institution. Keywords:teacher‟ engagement; autoethnography study; pre-service teachers; field teaching practice program; Covid-19 pandemic.

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