DINAMIKA ILMU - Vol. 19 No. 1 - The Development of Pre-Service Teachers’ Teaching Performance in the Teaching Practice Program at English Department of State Islamic University of Antasari Banjarmasin

Oct 15, 2026

Teacher professional development is treated as a long process that should begin at college. This paper examines how pre-service teachers’ teaching performance in the English Department of State Islamic University of Antasari Banjarmasin develops during the teaching practice program. Ten pre-service teachers participate as subjects, using field notes and interviews to capture techniques, media use, feedback, reflection, and teaching problems. Findings show gradual improvement in lesson planning, structuring, and overall performance through supervisor feedback, while issues remain in pronunciation and grammar, classroom engagement, and lesson closing, plus the need for better media preparation.

LanguageEnglish

CategoryExam

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Introduction

DINAMIKA ILMU Vol. 19 No. 1, 2019 P-ISSN: 1411-3031; E-ISSN: 2442-9651 doi: [http://doi.org/10.21093/di.v19i1.1469](http://doi.org/10.21093/di.v19i1.1469) The Development of Pre-Service Teachers’ Teaching Performance in the Teaching Practice Program at English Department of State Islamic University ofAntasari Banjarmasin Nida Mufidah State Islamic University ofAntasari, Banjarmasin [nida_mufidah@yahoo.com](nida_mufidah@yahoo.com) Abstract Teacher‟s professional development is a long journey and it should be started from the college. The present paper discusses the development of pre-service teachers‟ teaching performance at English department of State Islamic University of Antasari Banjarmasin when they were participating in the teaching practice program. It elaborates what they had done in the program and how their performance improved week by week. There were ten pre-service teachers who became the subjects of this report. The writer recorded their teaching techniques, media, and some feedbacks in a field note. An interview was also conducted to better understand their personal self-reflection on what they have achieved and to figure out their problems in teaching. The result of the study shows that the teaching practice program helped the pre-service teacher to develop their teaching performance by getting the feedback from the supervisor. The students‟ ability to plan a lesson was improved week by week. They knew how to structure the lesson and write good lesson plan. In explaining the lesson, some common problems located on their pronunciation and grammar skills. Some also needed to know the way to manage and engage the students, and to close the lesson. The Pre-service teachers were able to use various media but they need to have better preparation to use them. In term of method used, CA, GTM, and ALM were commons method used by the students to teach various topics/ skills. Keywords: pre-service teachers, teaching performance, teaching practice program A. Introduction The growing interest in teaching gradually increases year by year. Faculty of education comes into prominence in many universities, including at the State Islamic University (UIN Antasari) Banjarmasin. One of the most favorite majors is English Department. It accepts hundreds of students every year. This phenomenon is a great opportunity as well as challenge. It requires us to prepare the students to be a professional English teacher. Training the students to be a professional, of course, need a lot of efforts and a good curriculum, which allows the students to have the experience of being a teacher. The curriculum should cover all the required knowledge and skills as well as practices. Practices in teaching are very important because according to Joyce & Weil (1986) that a 30 hours of practice for a new technique is needed before a pre-service teacher is able to perform it perfectly. It means that if the pre-service teachers do not get the experience before they come to the classroom, it is possible that they will get difficulty to perform even a single technique to teach. Teaching is commonly associated with sharing or transferring knowledge. However, according to Harmer (2001), teaching means creating conditions in which the students learn from themselves. It can be said that the focus of teaching is not on the teacher, but it is actually on the students to be active in the classroom. To reach this goal, a teacher cannot just stand in front of the class and give a lecture during the lesson but needs to generate all the students to be actively engaged. This idea then requires a teacher to have several roles in the classroom, such as controller, organizer, assessor, prompter, and participant. A teacher also need to be equipped with some basic teaching skills to support his or her performance such as managing the class, planning the lesson, grouping ability, opening and ending a lesson, and understanding the students‟ behaviors i

FAQs

What is the main purpose of the teaching practice program discussed in the paper?

It supports the development of pre-service teachers’ teaching performance, especially through regular feedback and practice during teaching practice.

How does the study assess improvement in the pre-service teachers’ performance?

The study records teaching techniques and media through field notes and uses interviews to understand personal self-reflection, problems, and achievements.

What kinds of problems were still commonly found after practice?

Common problems were related to pronunciation and grammar skills, managing and engaging students, and closing lessons.

Oct 15, 2026

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