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All Journal Journal of English Education, Linguistic and Literature JURNAL PENA EDUKASI Community Development Journal: Jurnal Pengabdian Masyarakat Language and Education Journal Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Journal of English Language and Education International Journal of Educational Research Excellence (IJERE) TRIMAS: Jurnal Inovasi dan Pengabdian Kepada Masyarakat PEDAGOGIC: Indonesian Journal of Science Education and Technology Jurnal Ilmu Sosial dan Budaya Indonesia EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics English Education: English Journal for Teaching and Learning
Wardani, Happy Kusuma
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Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Journal : Journal of English Language and Education

 1 
Transformative Experiences in English Microteaching: Educational Inquiry into Pedagogical Adjustment, Reflection, and Skill Refinement Stevani, Margaret; Martiningsih, Evi; Panduwinata, Tiara; Rais, Rinovian; Wardani, Happy Kusuma; Saragi, Alexander Adrian; Nurmayana, Nurmayana; Dalimunte, Nurul
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2046

Abstract

This qualitative study investigated the transformative experiences of pre-service English teachers during microteaching at two private universities in North Sumatra, Indonesia. Involving a purposive sample of 14 Indonesian pre-service teachers, data were collected through teaching journals, classroom observations, audio-visual recordings, and stimulated recall interviews. Thematic analysis was used, guided by Vygotsky’s ZPD, Schon’s reflective practice, and Wenger’s comunicative practices theory. Findings revealed shifts from routine teaching to adaptive, student-centered strategies characterized by pedagogical adjustment, reflective awareness, and instructional skill refinement. Participants showed increased sensitivity to timing, language accuracy, emotional climate, and sociocultural engagement. The study highlighted microteaching as a dynamic platform for identity formation and pedagogical growth. The research offered critical insights into teacher development and suggested future studies with broader contexts to capture sustained transformation in English education.
Co-Authors Ahmadin Ahmadin Ainiyah, Maslakhatul Alimin Alimin Alimin, Alimin Baso Intang Sappaile, Baso Intang Ellys Kumala Pramartaningthyas, Ellys Kumala Faizah, Lailatul Fanani, M. Aji Tamam Fanny Maulidatus Syukriyah Hidayah, Bariqotul Ichsantin, Nur Afifah Lindawati Lindawati Maciąg, Alina Margaret Stevani Martiningsih, Evi Mayaneta, Ketrein Triyas Mazidah, Eva Nur Nisa, Lisma Elizatun Nurmayana, Nurmayana Nurul Dalimunte Nurwijayanti Panduwinata, Tiara Purwanti, Idah Rais, Rinovian Saragi, Alexander Adrian Sari, Dian Ayu Permata Sa’adah, Zaimatus Taufiqur Rohman Wahyudin, Mokhammad