EFL PRE-SERVICE TEACHERS’ METAPHORS OF THEIR ROLE IN ENGLISH TEACHING DURING FIELD TEACHING PRACTICE

Alma Amalia Annisa. SID. 19010106023, A (2023) EFL PRE-SERVICE TEACHERS’ METAPHORS OF THEIR ROLE IN ENGLISH TEACHING DURING FIELD TEACHING PRACTICE. Other thesis, IAIN Kendari.

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Abstract

ABSTRACT
Alma Amalia Annisa. SID. 19010106023. EFL Pre-Service Teachers‘ Metaphors
of their Role in English Teaching During Field Teaching Practice. Supervised by:
Nur Hasanah Safei, M.Pd. and Ilfan Askul Pehala S.Pd., M.Hum.
The purpose of this qualitative study was to illustrate EFL pre-service
teachers role in teaching English during field teaching practice through metaphor.
The study conducted at university in Southeast Sulawesi with data gathered from
fifteen EFL pre-service teachers‘ from English education department. Reflection
shared through google form and semi-structured interview. Data was analyzed
through thematic analysis methods and the data was analyzed qualitatively. To
examine the research question, the data in this study was analyzed using the
teacher role categories provided by De Guerrero and Villamil (2000). The
findings revealed that the metaphors used by EFL pre-service teachers to illustrate
their role during teaching practice include five themes, namely: knowledge
provider, nurturer, cooperative leader, challenger/agent of change, and innovator.
This study found that teacher used some as indicators to determine individual role
in illustrating their teaching role and also figuring out what needs to evaluate
before they become professional teachers in the future.
Keywords: field teaching practice; metaphor; pre-service teacher; teacher role

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