Fairuz Saadah Amanullah. AN ANALYSIS OF PRE-SERVICE TEACHER’S EXPERIENCE IN TEACHING WRITING ANALYTICAL EXPOSITION TEXT (AN AUTOBIOGRAPHICAL NARRATIVE INQUIRY STUDY AT ONE OF THE STATE SENIOR HIGH SCHOOLS IN KARTASURA IN THE ACADEMIC YEAR OF 2021/2022). Thesis. Faculty of Teacher and Education, Universitas Sebelas Maret Surakarta. 2022.

This study's goals are: 1) What are the pre-service teacher’s activities in teaching writing analytical exposition text? 2) What are the difficulties that the pre-service teacher faced when teaching writing analytical exposition texts? and 3) What are the teaching methods that the pre-service teacher used when teaching writing analytical exposition texts?

This study was carried out at one of the state senior high schools in Kartasura. It was held from 26th October 2021- 7th November 2021. The subject of this study was the pre-service teacher that was teaching writing analytical education text during his education internship. This study is a qualitative type and uses the autobiographical narrative inquiry method. Regarding to data collection, this study uses the relevant documents method. This writing is the pre-service teacher’s diary that becomes the main data of this study. During the teaching time, the pre-service teacher also takes some photos, internet links, and students’ work that support the main data objectivity. After that, the data is analyzed by using modified “The Interactive Model” method proposed by Miles and Huberman (1994). Next, the data is displayed in description form and table form.

This study finds out that: a) there are five main activities done by the pre-service teacher which all of them considered following writing practice theory (Lyons, 1987); teaching all writing aspects based on the second chapter theory from the experts; and confirmed not doing activities related with assessing students by according to the writing assessment theory (Hughes, 2003), b) there are five difficulties faced by the pre-service teacher which two difficulties are found in online teaching while the rest in offline teaching; most of the difficulties are related to the references used in this study, c) the pre-service teacher was using lecture and interactive lecture teaching method during the lesson time and it was following the criteria made by Nilson (2016) on his classification table of teaching methods. The detailed findings will be explained further in the findings and discussion chapter.

From the findings, the researcher suggested that: 1) teachers and pre-service teachers should improve their quality and follow up on the advancements in education, 2) students should improve their learning motivation during online classes, and 3) other researchers to find the best way to solve difficulties that were found in this study. The study implies that the pre-service teacher can take lessons from this education internship to prepare himself for the real-time situation in Indonesian education that mostly are not always as ideal as pictured in the university’s courses and practices.