The Relationship Between Self-Efficacy and Reflective Practices of Pre-service English Teacher in Indonesian EFL Context

Mukhni Rahma Wati Harahap; Rahmah Fithriani

doi:10.31849/elsya.v6i2.19545

Mukhni Rahma Wati Harahap Department English Education, Universitas Islam Negeri Sumatera Utara, Medan, 20371, Indonesia https://orcid.org/0009-0001-2188-7144
Rahmah Fithriani Department English Education, Universitas Islam Negeri Sumatera Utara, Medan, 20371, Indonesia https://orcid.org/0000-0003-1876-8037

DOI: https://doi.org/10.31849/elsya.v6i2.19545

Keywords: EFL, Pre-Service Teachers, Relationship, Reflective Practice, Self-Efficacy

Abstract

Reflective practice has become an issue that has been widely researched, but very few have linked it to pre-service teacher self-efficacy, especially in the Indonesian context. Despite the Ministry of Education’s advocacy for reflective practices as an expected competency, Indonesian teachers have relatively low awareness of the concept and even fewer truly implement the practice. This study is intended to investigate the relationship between EFL pre-service English teachers’ self-efficacy and reflective practices. The quantitative method was chosen since the researchers intended to find out whether there is a significant relationship between pre-service teachers’ self-efficacy and reflective practices with computed by SPSS 23. There are 15 pre-service English teachers of UINSU as the sample and there are 8 items in this study. Researchers used 5 point Likert scale. Simple random sampling was technique to gain the data. The result of data analysis reflected that the null hypothesis (Ho) is rejected. It means that the teachers’ self-efficacy and reflective practices has significant relationship that marked on sig. value is 0.01 is below than 0.05 with level of relationship moderate (0.884). This research contributes to increasing practioners’ awareness of reflective practices and has a significant effect on pre-service English teachers to understand the role of self-efficacy and reflective practice better before teaching English as a Foreign Language (EFL) to their students. The results support that reflective practice can make pre-service English teachers achieve and maintain their professionality English teachers in their career.

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Author Biographies

Mukhni Rahma Wati Harahap, Department English Education, Universitas Islam Negeri Sumatera Utara, Medan, 20371, Indonesia

Mukhni Rahma Wati Harahap, born in Batang Kuis, is the first child of two siblings. Her first education was at SD Negeri 101868, her second education was at SMP Negeri 1 Batang Kuis, in 2017 she continued her third education at SMK Taruna Tekno Nusantara (TTN) based on aviation. Completed Field Work Practice (PKL) at Kodim 0203 Langkat, After graduating in 2020 she continued her education to college level. She is currently a student majoring in English education, Faculty of Tarbiyah and Teacher Training (FITK) at the State Islamic University of North Sumatra, Indonesia.

Rahmah Fithriani, Department English Education, Universitas Islam Negeri Sumatera Utara, Medan, 20371, Indonesia

Rahmah Fithriani, born in Medan, 1979, completed her first education at the private elementary school Darul Aman, her second education was at the state junior high school 2 Medan. In 1994 she continued her third education at the private high school Eria, then completed her undergraduate education program at UISU, then completed her master's education program at UNIMED, then in 2014 she continued her education in the United States. She is currently a professor of English education at the State Islamic University of North Sumatra, Indonesia. She earned a doctorate in Language, Literacy, and Socio-Cultural Studies from the University of New Mexico, USA, through the Presidential Fulbright Scholarship Doctoral Program in 2017. Her current research interests include technology integration in second language (L2) teaching and learning, critical discourse analysis of L2 documents, and professional development of language teachers.

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