Juwita Tri Apriliani
191102011186
Self-efficacy influences people’s belief that they can accomplish a particular goal.
Identifying self-efficacy towards EFL pre-service teachers to teach writing provides
significant information about their ability to help students to produce texts, as
writing is a subset of communication. Therefore, as professional student teachers,
EFL pre-service teachers, along with their self-efficacy, teach writing to students
as writing is one of the most difficult skills in learning English to face these
challenges (Byrne, 1988). This study aims to explore and find out the effects of
self-efficacy on EFL pre-service teachers in teaching writing. The method used in
this research was a case study. The data collection was obtained from an open-
ended questionnaire and semi-structured interview. The participants in this study
were 4 EFL pre-service teachers who participated in MBKM students to teach
writing subjects for accomplishing their teaching practicum. Based on the
questionnaire results, EFL pre-service teachers’ perceptions of self-efficacy
enhanced their communication skills, creativity, and confidence in school and
classroom contexts. Further, according to the interview results, the effect of self
efficacy on their teaching writing was they could take advantage of technology and
encourages students’ engagement in the writing class. Ultimately, this study
concluded that EFL pre-service teachers’ self-efficacy gave positive results in
teaching writing, and the students felt happy and enthusiastic regarding the learning
writing given.
Keywords: EFL Pre-service Teachers, Self-efficacy, Teaching Writing