| dc.description.abstract | The purpose of this study was to map the self-efficacy of pre-service EFL
teachers at a private university in Yogyakarta when they carried out practical teaching
experiences. The research method used is a survey study using a questionnaire as the
main data. The instrument used in this study is the Teacher Self Efficacy Scale by
(Tschannen-Moran and Hoy, 2001) modified by (Bakar, 2012) The contents of the
TSES survey are attention, student engagement, instructional strategies, and classroom
management. The population of this study were EFL pre-service teachers from the
English Department of Education class 2017, there were 81 students who took part in
this survey. The data were analyzed using descriptive statistical techniques to see the
highest and lowest EFL preservice teachers' self-efficacy. The results showed that the
average value of efficacy in student engagement was (M: 3.82) which means that pre service teachers during teaching practice in schools are able to assist students in
achieving good academic activities and in the classroom management domain also get
an average score. (M: 3.82) This result shows that pre-service teachers are very
competence in managing the class and making the class conducive during teaching
practice, while the instructional strategy domain produces an average score (M: 3.77)
where in this domain, the level of The self-efficacy of pre-service teachers is classified
as medium high, where in this domain pre-service teachers are able to make appropriate
learning methods for students but are just not familiar with the situation of teaching
online during their teaching practice. But overall in this study, education teachers Pre service English in 2017 has high self-efficacy in teaching.
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