How Do We Prepare to Teach?

Exploring Pre-Service EFL Teachers’

Strategies to Teach in the Teaching Practicum Program amidst Covid-19
Outbreak

Name : Nuur Yoga Adrian

NPM : 19210005

Background of the Study

Despite the fact that the COVID-19 epidemic has been for more than a year, it is
still spreading. This pandemic outbreak has a significant impact on all sectors and
fields in Indonesia. The education industry will undoubtedly be impacted. The closure
of academic institutes forced teachers or educators to adapt to an e-learning model to
ensure a minimal loss (Gupta, Aggarwal, Sable, Chahar, Sharma, Kumari & Maji,
2021). The transition from face-to-face learning in regular classes to virtual learning
(online classes) involves several changes and adaptations that can provide new
experiences for undergraduate teaching students (Ferdiansyah, Supiastutik & Angin,
2020).

Educators, as previously indicated are not immune to the effects. Instructors are
in the limelight as we face the educational change in the COVID-19 age. Thus,
education must continue, especially for EFL Pre-service teachers. Their function as
educators must adapt to the times and circumstances. Academic activities that must
switch to virtual learning mode are unavoidable (Nurfaidah, Tambunan, Yonata,
Kurniawati, and Lestariyana, 2020). According to Escobar & Morrison (2020), face-
to-face and online learning provide different experiences, problems, and strategies.
The primary motivation for this study is the disparity in experiences, difficulties, and
teaching strategies.

The disparity here is that adapting leads to learning methods and strategies to
bridge the gap. It is a fascinating study finding. Sharing these experiences will serve
as an example for other teachers. In this setting, assessing a teacher's perceptions and
abilities through online learning is crucial to understand better the shift and its
implications for a teacher's motivation to learn and instruction delivery. (Lowenthal,
2020; John Lemay, Doleck & Bazelais, 2021).
Pre-service EFL instructors, as previously stated, are the primary target group for
teaching practicum programs. Online teachers must reassess their education
techniques, particularly in light of the COVID-19 epidemic, to find the most effective
approaches to effective learning and teaching connected with their institutional
purposes (Hargis, 2020). In this thesis, the findings of online learning obstacles,
experiences, and techniques are explored.

Objectives of the Research

This present study aims to understand better the pre-service EFL teachers'
strategies in teaching and classroom interaction with the students in the context of the
teaching practicum. The focus of the study looks at how they prepare to teach at the
school placement during the COVID-19 pandemic.

Research Questions
The following research questions are addressed as follows:
1. What strategies do the pre-service EFL teachers use in the critical situation in
teaching English and classroom interaction at the school placement?
2. What perceptions and experiences are the pre-service EFL teachers regarding
their teaching and classroom interaction with the students?
Significances of Research
This present study expects that will aid in the teaching and learning of English.
namely:

1. Pre-Service Teachers
This study is expected to serve as a resource for pre-service teachers looking for
learning development strategies during their teaching practicum.

2. Teachers
The findings of this study will assist teachers in developing more effective
learning techniques for use in online classrooms.

3. Future Research
This study will serve as a resource for future scholars interested in learning
methodologies.

Research Methodology
Research Design
The researcher uses a qualitative narrative design to report pre-service EFL
teachers’ course experiences or lived stories of teaching strategies to the junior
and senior high school students who learn English. Exploration is implicating to
gain a deeper knowledge of participants' experiences. It is an appropriate
research approach (Creswell, 2012). This design aims to capture their teaching
experience using strategies while teaching English in the classroom setting. The
researcher would learn what pre-service EFL teachers prepare and teach about
teaching strategies in critical situations.

Participants and Setting of the Research

In this study, the researcher recruits five EFL student-teachers to engage in
the teaching practice program at schools. These students are from several private
 and state colleges in Banjarmasin, South Kalimantan Province, Indonesia, all in
their seventh semester and participating in a teaching practicum. The
participants’ identities are under a pseudonym due to considering the research
ethics to secure their identities and reputations so that their lives and psyches are
not threatened (Coolican 1990; Creswell 2013; Roberts 2015; Allens and Wiles,
2015). Their initial names are Ningrum, Anah, Yani, Lina, and Nor. They are
from English language education study programs.

In this present study, the researcher considers some reasons why the
researcher recruits the participants;

(1) The participants have no previous valuable experiences of being a real

teacher at the schools at the teaching practicum.
(2) Different universities enable the researcher to identify various strategies and
experiences to be a real teacher at their school placement.
(3) The researcher have a close relationship with the participants as best friends,
so this intimacy enables the researcher to get rich data and easier to
investigate this present study.

Table.1. Demographic Information of the Participants

Participants Gender Age University Semester Major
Ningrum Female 21 Private 7th English
University, Language
Banjarmasin Education
Anah Female 21 Private 7th English
University, language
 Banjarmasin Education
Yani Female 21 Public 7th English
University, language
Banjarmasin Education
Lina Female 21 Public 7th English
University, language
Banjarmasin Education
Nor Male 23 Private 7th English
University, language
Banjarmasin Education

Technique of Collecting Data

The researcher takes a data semi-structured interview to know the strategies
of the pre-service EFL teachers prepare to teach in the teaching practicum
program amidst COVID–19. by Interview studies, the researcher can learn more
about participants' experiences, and attitudes (Kvale, 2008).

In order to be more flexible and relaxed, the researcher conducted direct

interviews with participants by paying attention to health regulations. Suppose
some of the participants cannot to meet in person, the interview was conducted
by WhatsApp call. Harrel (2009) argued that the interview could be held within
talk directly or call of the phone. Before doing the interview, the researcher asks
the participants for their readiness to be interviewed in this study through a call
on the WhatsApp application. After the participants agree, the researcher then
starts to explain the present study's aims and arrange a schedule and place to
interview the participants. All of the participants are interviewed individually at
different times and places. Before that, the participants have been given a
guideline such as an interview sheet to learn and answer fundamental research
questions about what the participants prepare and what kind of teaching
strategies they prepare to teach students at the school placement.

In collecting data, the researcher asks the participants’ willingness to be

recorded during the interview session with an audio recorder from a phone
application when the interview is running online or meeting directly. During the
interview process, the researcher and the participants freely speak and express
themselves in the interview, and they can speak either Banjarese or Indonesian
languages. The duration of the interview lasts around 30 minutes.

Analyzing Data
In analyzing data, the researcher transcribes data recorded from mixed
Banjarese and Indonesian and translates it into the English version. The data
transcripts are evaluated by employing an inductive approach based on themes
and subjects frequently featured (Braun & Clarke, 2006). According to Harrell &
Bradley (2009), an inductive approach refers to the obtained data from the field,
and it can be the main source for analyzing data. Several primary issues will be
derived from the analysis of the result data, which will be fully stated in each
interview. The key subjects highlighted are their efforts to develop strategies and
techniques for teaching practicum programs during Covid-19.
Following that, the holistic approach showcasing the selected key subject
and tales is gathered from meaning and participants' personal experiences (Van
Manen, 1990; 1997). It indicates that each interview data set will be completely
transcribed, followed by a thorough examination of the data to derive meaning
based on the participants' interpretation. Widodo (2014) argued that transcribed
interview data is a technique of representing, analyzing, and interpreting the
information provided. In the last stage, the data is sent back to the participants to
be double-checked to ensure that it matches what they supplied (Fishman, 2001).
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