<![CDATA[The aim of this study is to compare pre-teaching practice students and post-teaching practice students’ self-efficacy to find out whether enactive mastery does have effect in shaping EFL Pre-service self-efficacy. The ex post facto research design was used which implemented comparative research. The study attempted to analyze the difference between pre-service teacher students’ self-efficacy. The result showed that post-teaching students had highest self-efficacy in students’ engagement, followed by class management, and instructional strategy, while pre-teaching practice students had highest self-efficacy in class management, and followed by students’ engagement and instructional strategy. The result of three dimensions showed that there was significant difference on pre-service teachers’ self-efficacy between pre-teaching practice students and post-teaching practice students, in which post-teaching practice had higher self-efficacy compared to pre-teaching practice.]]>
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