The present study highlighted the importance of pre-service teachers’ teaching competences in English Language Teaching (ELT). Facts show that empowering pre-service teachers is very important, but inspiring lecturers to implement a suitable teaching model takes time. Thus, this study aimed to determine how student-teacher conferences and video-recorded microteaching sessions (VRMS) affected pre-service teachers’ competences. Besides, the self-reflection of the pre-service teachers after watching their own teaching performance video and the conference with the lecturer was also investigated to see their behaviors towards their teaching performances. This mixed-method study involved one group and applied three main instruments to collect data: interviews (student-teacher conferences), checklists of teacher self-evaluation forms, and teaching practicum performance tests using a scoring rubric adapted from Brown (2000). There were 20 participants who were taking the Microteaching Course at the Department of English Education, Universitas Syiah Kuala, Banda Aceh, Indonesia. The study was conducted in one consecutive semester consisting of 16 meetings, each of which was 200 minutes long (4 credits). The results proved that student-teacher conferences and VRMS stimulated pre-service teachers’ teaching competences. Pre-service teachers grew their self-reflection after watching their own teaching videos and understood their strengths and weaknesses after getting student-teacher conferences. It implies that the improvement of their teaching competences resulted from a process involving the willingness to do self-reflection and the lecturer’s help in understanding what areas the pre-service teachers had to improve. The implications of the study are also presented and discussed in this paper.

This qualitative study principally aimed to discover how songs can be used to promote students' affective domain in listening class activities. One English teacher and twenty-five 8th-grade students of a public junior high school in Greater Aceh, Indonesia, were involved in this study. The data were collected through classroom observation. This present study followed Krathwohl, Bloom, and Masia’s (1973) five observation criteria of the affective domain framework. Subsequently, the teacher and four selected students were interviewed for additional data. The results demonstrated that songs have a positive impact on students' affective domain. Students become enthusiastic about learning listening skills. They listened well and remembered the title of the new song (receiving phenomenon); actively participated in the classroom activities (responding phenomenon); demonstrated their problem-solving ability by working together (valuing); and effective time management (organization). Despite their ability to cooperate in group activities, they had no self-reliance when working individually (internalizing values). However, the students agree that the classroom environment was more comfortable and enjoyable. The results of the study suggest that teachers should consider using songs to not only teaches the knowledge but also the culture associated with the song itself when it comes to teaching listening. Aside from the cognitive aspects, teachers should also maintain and track students' progress in the affective domain.

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