Putri Yadhatilla, Salsabila (2026) UNIVERSITY STUDENTS’ EXPERIENCES IN IMPLEMENTING THE TEACHING PRACTICE PROGRAM (PLP). Diploma thesis, universitas islam kalimantan MAB.
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Abstract
ABSTRACT Salsabila Putri Yadhatilla, (2025). University Studenyts’ Experiences In Implementing The Taching Practice Program (PLP). Thesis. English Language Education Study Program. Faculty of Teacher Training and Education. Islamic University of Kalimantan Muhammad Arsyad Al-Banjari Banjarmasin. First advisor: Angga Taufan Dayu, M.Pd., BI Second Advisor: Yudha Aprizani, M.Pd. The Teaching Practice Program (PPL) is an integral component of teacher education programs, providing pre-service teachers with opportunities to gain practical classroom experience and develop their teaching skills. This literature review aims to explore and analyze studies that focus on the experiences of English as a Foreign Language (EFL) students in implementing the TPP. Understanding EFL students' perspectives in this context is crucial to enhancing the effectiveness of teacher education programs and improving the overall quality of language education. In Indonesia, English has a position as a foreign language or EFL. EFL means English is not using in daily activities or English is not same or even important status as mother tongue. As a foreign language, English has an important role to master because it uses as international communication, the language of science, uses in modern technology, commerce, politics, and also uses in all fields. So, English should be taught to learners at early During teaching practicum, student teachers will face many difficulties. According to Fitri in Aisyah (2017.p.20) defined difficulty as a condition characterized by the existence of certain obstacles in achieving a goal, so it takes effort to say it louder. Then, according to Ganal and Andaya (2016), Problems and Difficulties Encountered by student teachers include: This study explored university students’ experiences in implementing the teaching practice program using the flipped classroom approach, focusing on both positive and negative aspects. The findings revealed that the flipped classroom provided several benefits for pre-service teachers. Many participants reported that the approach encouraged active student engagement, improved classroom interaction, and allowed for more efficient use of class time for higher-order learning activities. Furthermore, it helped students in teaching practice develop digital content creation skills and apply innovative pedagogical strategies, in line with the goals of 21st-century teaching. Keywords: Expreriences, Implementing, Practice Program (PLP
| Item Type: | Thesis (Diploma) |
|---|---|
| Uncontrolled Keywords: | Keywords: Expreriences, Implementing, Practice Program (PLP) |
| Subjects: | L Education > L Education (General) |
| Depositing User: | UPTPPJ UNISKA MAB |
| Date Deposited: | 24 Aug 2026 02:31 |
| Last Modified: | 24 Aug 2026 02:31 |
| URI: | http://eprints.uniska-bjm.ac.id/id/eprint/37500 |
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