THE ANALYSIS OF TEACHING PRINCIPLES: A CASE STUDY OF PRE SERVICE TEACHERS’ ONLINE TEACHING PRACTICES

Nani Hizriani, Hidayah Nor, Rizky Aulia

Abstract


Teaching practice is one of essensial elements for teacher education and training. The aims of this study are to find out how pre-service teacher implemented teaching principles and to know the most challenging teaching principle applied in online teaching practice. A case study was used in this research. The participants of this study were pre-service teachers of English Education Department of UIN Antasari Banjarmasin at MTsN 2 Banjarmasin. The data were collected through observation and interview, then analysed based on the theory of Miles and Huberman. This research found that during online teaching practice, pre-service teachers applied some principles such as meaningful learning, anticipation of rewards, strategic investment, and language ego, willingness to communicate, the native language effect, and inter language. However, other principles such as automatically, intrinsic motivation, autonomy, language culture connection, and communicative competence were not implemented by the teachers. The most challenging teaching principle in online teaching practice was applying intrinsic motivation as the pre service teachers need more experience and various strategies to developed students’ intrinsic motivation. Furthermore, there were some challenges faced by the pre-service teachers in applying these principles, namely lack of students’ participation, motivation, and internet connection problems.

Keywords: Teaching Practice, Online Learning, Pre-Service Teacher, Teaching Principles


Full Text:

PDF

References


Brown, H. D. (2007). Teaching by principle, an interactive approach to language pedagogy, 3rd edition. USA: Pearson Education, Inc.

Carr, D. (2004). Moral values and the arts in environmental education: towards an ethics of aesthetic appreciation. Journal of Philosophy of Education, 38(2), 221-239.

Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mix Method Approach. 3rd Edition. California: SAGE Publication.

Dasmo & Sumaryati. T. (2014). Peran guru pamong dan dosen pembimbing terhadap keberhasilan program pengalaman lapangan (ppl) mahasiswa. Jurnal Formatif, 4(1), 56-64.

Hardani, et. al. (2020). Metode Penelitian Kualitatif dan Kuantitatif. Yogyakarta: CV. Pustaka Ilmu.

Lembaga Pengembangan Pembelajaran dan Praktik Lapangan (LP3L). (2015). Pedoman Program Pengalaman Lapangan. Malang: Kanjuruhan University

Mursyidin & Parlindungan, F & Rahmatillah, R. (2021). Challenges in online learning during covid-19 pandemic: lesson learned from universities Indonesia. TESOL International Journal, 16(4.1), 110-125.

Rosalina E & Nasrullah & Elyani, E. P. (2020). Teacher’s challenges towards online learning in pandemic era. LET: Linguistics, Literature and English Teaching Journal, 10(2), 71-88.

Sugiono. (2015). Metode penelitian pendidikan. Bandung: Alfabeta.

Wasitohadi & Wahyudi & Winanto. A. (2016). Panduan program pengalaman lapangan.Salatiga: Tisara Grafika.

Yuzulia, Irza. (2021). The challenges of online learning during pandemic: students’ voice. Wasantara: Jurnal Bahasa dan Sastra. 13(1).