A QUALITATIVE STUDY INTO EFL PRE-SERVICE TEACHERS’ TEACHING PRACTICAL EXPERIENCE IN INDEPENDENT LEARNING-INDEPENDENT CAMPUS CURRICULUM.

Abstract

Abstract : This present study aimed to figure out EFL pre-service teachers’ experiences in their English teaching practices within the Independent Learning-Independent Campus curriculum and to figure out the obstacles experienced by EFL pre-service teachers within the Independent Learning-Independent Campus curriculum. This research was used as a qualitative research project using a phenomenology approach. The participants of this from EFL pre-service teachers’ alumni Independent Learning-Independent Campus that studying at the English Department of a private university in Malang City. Researchers used an interview to collect the data and analyze by Braun and Clarke's (2006) six-phase thematic analysis approach, with a focus on the familiarization phase. The finding of this research reveals about experiences and obstacles in planning in the teaching process, implementation, and evaluation. This experience includes clear learning objectives, providing guidance and support, and evaluation strategies. Then, the obstacles encountered by EFL pre-service teacher in the Independent Learning-Independent Campus curriculum include time constraints and individual attention, motivating students, human resources, and limited facilities. Advice for EFL pre-service teachers needs relevant self-development programs, collaboration with experienced peers and teachers, practical solutions to time constraints and individual attention, support in the use of technology, and relevant learning.

Key Words:EFL Pre-service Teacher, Teaching Practical Experience, Independent Learning-Independent Campus Curriculum