| dc.description.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. The Independent Learning-Independent Campus programs are designed to provide students with enhanced competencies in areas such as problem-solving, critical thinking, and professional ethics. By adapting to the changing times and keeping pace with the latest developments, we can ensure that we do not lag behind and remain successful in the future.
This research was used as a qualitative research project using a phenomenology approach. The participants of this were two, Jason and Julia, EFL pre-service teachers from alumni Independent Learning-Independent Campus, and the 8th semester of studying at the English Department of a private university in Malang City. Researchers used an interview to collect the data in the form of phenomenological. In analyzing the data, the researchers used 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.
The conclusion of this research is independent learning in the curriculum of future EFL teachers can be enhanced through clear goals, good guidance, and effective evaluation strategies. The participants face time constraints, the challenge of providing individual attention and feedback to students, the motivation of students for independent learning, as well as the limitations of facilities especially internet access. To address this, they use appropriate assessment strategies, provide sustainable support, create an inclusive environment, and emphasize the importance of sustainable professional development. 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 | en_US |
