Rainal Wempi Pasaka, 2014 The Exploration Of Pre-
Service Efl Teachers’ Challenges In Field Practicum
Pendidikan Indonesia |
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of a study conducted by Phairee, et.al, to investigate teaching practicums done by seven pre-service teachers in three settings in Thailand Phairee, et.al, p. 656.
It is also important to note that when ESL student teachers carry out field practicum overseas, challenges experienced can revolve around lack of
communications between partnership universities and placement schools, lack of supports from cooperating teachers and different boundaries of cultures Yang,
2011, p. 99-100. Furthermore, a study of Viafara which examined pre-service teachers‟ challenges of using English in Columbian public school classroom
pinpointed that student teachers ‟ personal experiences such as being exposed to
more Spanish when they took English classes, students‟ perception toward English as being irrelevant to their lives, students‟ fear of being ridiculed when
using English were the challenges encountered by pre-service teachers in the study Viafara, 2011, p. 62. Another main issue found in Viafara‟s study was
low-controlled classroom Viafara, 2011, p. 63. Likewise, a study conducted by Gan to find out non-native pre-
service ESL teachers‟ challenges when taking field practicum in Hong Kong, identified difficulties to implement pedagogical practice
major issue and language barriers e.g. lack of English skills, are the major issues experienced by the pre-service teachers Gan, 2013, p. 98-99; p.101. In addition,
interestingly, low-controlled classroom management also played a significant role in the last mentioned setting Gan, 2013, p. 99-101.
2.5 Concluding Remark
This chapter has covered theoretical frameworks underlying the current study. It has been discussed that there have been quite a few studies that have
addressed challenges posed in field practicum; each was threaded to its particular method and context i.e. the setting of the research. Among the few numbers, one
can find that most of the studies essentially described the challenges encountered, both description of the challenges and causes of the challenges. However, little
has been done to put forward the actual strategies employed to triumph over the
Rainal Wempi Pasaka, 2014 The Exploration Of Pre-
Service Efl Teachers’ Challenges In Field Practicum
Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
challenges. Thus, this is relevant to the one objective of the present study which is to explore pre-
service EFL teachers‟ strategies in handling the challenges. The forthcoming chapters will present the design of the study and relay the
findings of the current study.
Rainal Wempi Pasaka, 2014 The Exploration Of Pre-
Service Efl Teachers’ Challenges In Field Practicum
Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
CHAPTER III RESEARCH METHODOLOGY
This chapter describes detailed research methodology engaged in the study. The chapter, generally, recalls the problem the current study is trying to be involved
with as well as speaks of thorough justification on research methodology in the study.
3.1 Research Questions
This part presents questions for which the current study sought to investigate. The questions are, as follows:
1. What challenges do pre-service teachers experience during the field
practicum? 2.
What might contribute to the challenges experienced during field practicum?
3. How do pre-service teachers overcome the challenges experienced during
field practicum?
3.2 Research Design
The study’s aims to identify the aforementioned phenomena had led the study to adopt an exploratory design. Exploratory design was preferred due to its
nature which is to research ―the target problem or phenomenon because it has been not studied in detail before Dörnyei, 2007, p. 308. In addition, the intention
for designing exploratory study was for the reason that little has been done to investigate and understand the central issue raised in the current study Fraenkel,
Wallen Hyun, 2012, p. 459.
