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Nito Majid Mujtahid. S891908018. Pre-service Teacher’s Self-efficacy in Technology Integration of Computer-Assisted Language Learning in English Language Teaching: A Case Study. A Master Degree’s Thesis. Consultant I: Dr. Ngadiso, M. Pd. Consultant II: Dr. Slamet Supriyadi, M. Pd. Department of English Education, Teacher Training and Education Faculty, Universitas Sebelas Maret. Surakarta. 2022 Self-efficacy is one of the factors that influence pre-service teachers’ readiness to teach English, especially by using technology in online learning. The aims of this study are: (1) To find out how the sources of self-efficacy influence pre-service teachers in integrating technology into teaching. (2) To identify how pre-service teachers’ strategies are to increase their self-efficacy in integrating technology into teaching. This study used a case study that consists of 28 participants of pre-service English teachers. Open-ended questionnaires (28 participants), structured interview, and in-depth interviews (6 participants through purposive sampling 3 males and 3 females) were employed to collect the data. The data were analyzed using Miles, Huberman, and Shaldana’s model which included data collection, data condensation, data display, and conclusion. This study found how the source of self-efficacy influences pre-service teachers in integrating technology in teaching practice by receiving experience from selfdirected learning and faculty’s program; observing the role model; reflecting various feedback including technology, content, and pedagogy; and managing emotional and physiological state, and how the pre-service teachers integrate technology into an online classroom through three strategies, as follows: teaching preparation for online learning; teaching practice in the online classroom; and teaching conditions in an online environment. The exposure of those strategies positively affected pre-service teachers’ self-efficacy. They become more confident in teaching online. Finally, the study recommends covering a wider area and more participants to gain more insight and more information about how sources of self-efficacy can influence the use of technology in online classes or on other platforms, such as mobileassisted language learning (MALL) and virtual environment in English Language Teaching (ELT) or Informal Digital Learning of English (IDLE). |