Irfansyah, Irfansyah (2021) COOPERATING TEACHERS’ FEEDBACK ON EFL PRE-SERVICE TEACHERS IN FIELD TEACHING PRACTICE. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

Giving feedback done by cooperating teachers in field teaching practice is vital to the development of EFL pre-service teachers in fulfilling teacher competences, especially pedagogical competence because it deals directly with EFL pre-service teachers running the teaching and learning process. Based on the phenomenon, the researcher is interested in investigating the extent of cooperating teachers’ feedback on EFL preservice teachers’ pedagogical competence and finding out their expectations on their cooperating teachers during the process of giving feedback. The researcher conducted questionnaire and interview to eight students of English Education Department of UIN Antasari Banjarmasin who held field teaching practice from different cities around South Kalimantan. The data were analyzed using Miles and Huberman’s theory that consists of three main steps: data reduction, data display, and conclusion drawing and verification. The resulting data revealed a high degree of satisfaction on the quality of cooperating teachers’ feedback meeting EFL pre-service teachers’ pedagogical competence. Besides, the result showed that cooperating teachers’ personal attributes in non-standard mentoring practices and inconsistent approaches to giving feedback in terms of: (1) frequency, (2) attitude, and (3) consistency of desired feedback become the expectations of EFL pre-service teachers during the process of giving feedback.

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