Qolbiyah, Nurshifa and Hidayat, Hamdan and Ruswandi, Riki (2026) PRE-SERVICE ENGLISH TEACHER'S PERCEPTIONS OF MICROTEACHING PRACTICE IN DEVELOPING TEACHING SKILLS. S1 thesis, Universitas Islam Nusantara.

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Abstract

Microteaching provides pre-service teachers with opportunities to practice teaching, receive feedback, and reflect on their performance before entering real classroom settings. However, students’ experiences during microteaching may vary depending on the psychological conditions supported by the learning environment. This study aimed to examine pre-service English teachers’ perceptions of microteaching practice and investigate the relationships between autonomy, relatedness, and competence within the framework of Self-Determination Theory. A quantitative survey design was employed involving 391 pre-service English teachers in Bandung, Indonesia. Data were collected using a 21-item questionnaire measured on a five-point Likert scale. The instrument was assessed for validity using Pearson Product-Moment correlation with a critical r-value of 0.113, while reliability testing produced a Cronbach’s Alpha coefficient of 0.959. Descriptive statistics and Pearson Product-Moment correlation analysis were conducted using IBM SPSS Statistics. The findings showed that autonomy, competence, and relatedness were perceived at high levels. Autonomy demonstrated a very strong positive relationship with competence (r = 0.945, p < 0.001), supporting H1. Relatedness also demonstrated a very strong positive relationship with competence (r = 0.947, p < 0.001), supporting H2. These findings indicate that microteaching functions as a supportive learning environment in which instructional autonomy and positive social interaction are associated with stronger perceived competence. The study contributes to the application of Self-Determination Theory in the context of English teacher education and highlights the importance of autonomy-supportive and collaborative microteaching environments.

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