Annisa Amalia Shaleha. K2219010. Consultant I: Dr. Nur Arifah Drajati, M.Pd. Consultant II: Sri Haryati, S.Pd., M.Pd. Exploring EFL Preservice Teacher’s Experience on Achievements as a part of Well-being in Teaching English for EFL Learners during Teaching Practicum Program: An Autobiographical Narrative Inquiry. Thesis, Surakarta: Teacher Training and Education Faculty, Universitas Sebelas Maret, June 2023. Teaching practicum is a crucial element of university-based teacher education programs to give the pre-service teacher view on teaching in a real circumstance. Therefore, using the PERMA model of teacher wellbeing by Mercer (2020), especially on achievement which is the sense of accomplishment on several activities. This study also used the framework of Wang et. al (2022) in the teaching practicum model. Therefore, this study examined the experiences of achievements as a part of well-being which have impact on her view to be an English teacher. By adopting an autobiographical narrative inquiry methodology by Barkhuizen (2013), the researcher encourages herself as the pre-service teacher to reflect upon her personal experiences and construct narrative that captures the multifaceted aspects of her achievement experiences. This study using thematic analysis by recurring patterns, themes, and meaningful insights from the gathered narratives. The findings revealed that after the researcher accomplished all of the activities during teaching practicum, the researcher felt a sense of readiness to become an English teacher in her future career because all of the achievements found in her well-being. This study has the future implications for other researchers to develop this study with any kind of research methodology by exploring different themes with more than one participant. Keywords: Achievements; Autobiography Narrative Inquiry; PERMA; Pre-service Teacher; Teaching Practicum; Well-being.
