Teaching Practicum in EFL Contexts: Voices from Stakeholders

Abstract

This study was conducted to explore the beliefs of preservice teachers about teaching English as a foreign language through eight weeks teaching practicum in secondary schools. This study employed a mixed-method research by involving thirty four preservice teachers in a private university in Malang. Data were collected through a questionnaire adapted from the latest version of Beliefs about Language Learning Inventory (BALLI) and semi-structured interview to gather in-depth information. The data obtained from participants were analyzed, triangulated, interpreted and finally concluded. The findings showed that preservice teachers’ beliefs in terms of five BALLI aspects appeared to be positive and were able to be practiced in the EFL classroom. The beliefs which were positive included people who speak more than one language as the very intelligent one, English as an easy language, classroom management as the most difficult part of teaching of English, social language as the most important part of teaching English, allowing beginner students to make error can make them difficult to speak correctly, the inclusion of something different in English class that should be done by English teachers. This study ended with implications and suggestions in order to be able to improve teaching practicum in teacher education program.