ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Classroom management is one of the essential competencies that pre-service English teachers are expected to develop during teaching practicum because it enables them to create productive learning environments and facilitate effective English language learning. However, managing English classrooms during teaching practicum remains challenging, as pre-service teachers must simultaneously address students' behavioral, instructional, linguistic, and contextual needs while adapting their pedagogical knowledge to authentic classroom situations. Therefore, this study aimed to investigate the classroom management challenges experienced by English pre-service teachers during teaching practicum and to explore the strategies they employed to overcome those challenges. This study employed a qualitative descriptive design with a retrospective approach. Seven English pre-service teachers from the English Education Department of UIN Sjech M. Djamil Djambek Bukittinggi who had completed their teaching practicum in 2025 at partner schools were purposively selected as the informants. Data were collected through semi-structured interviews and analyzed using the interactive data analysis model proposed by Miles, Huberman, and Saldaña (2020), comprising data condensation, data display, and conclusion drawing and verification. The findings revealed seven interconnected classroom management challenges experienced by the informants, namely disruptive student behavior, instructional and communication challenges, attention and time management, low student interest, low student participation, teacher readiness challenges, and unexpected classroom situations. Rather than occurring independently, these challenges influenced one another throughout the teaching practicum. The study also found that the informants employed three complementary categories of classroom management strategies: preventive, corrective, and engagement strategies. In addition, English anxiety, limited vocabulary, and translanguaging emerged as important findings, indicating that language-related factors played a significant role in shaping students' participation, classroom engagement, and the pre-service teachers' classroom management practices. Overall, this study concludes that classroom management in English language teaching is a dynamic and adaptive process that requires pre-service teachers to integrate pedagogical knowledge, professional judgment, and language-sensitive instructional practices. These findings highlight the importance of strengthening classroom management preparation in teacher education programs while extending current understandings of classroom management in English Language Teaching by emphasizing the role of linguistic and contextual factors in shaping pre-service teachers' classroom management practices.
ThesisOpen AccessPDF tersedia
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Zikra Anastasia Alhary: 2319133. “ English Teacher Role In Classroom Management At The Eight Grade Of SMPN 5 Padang Panjang”. A Thesis, State Islamic University of Sjech M. Djamil Djambek Bukittinggi, 2024. This study aims to analyze Teacher Roles in classroom management and describe how teacher roles are applied in English language learning. This research uses qualitative descriptive method. By collecting data through observations and interviews in the learning process carried out by an English teacher at SMPN Padang Panjang. Then the data was analyzed based on Jeremy Harmer's theory (2007). Based on The results showed that the teacher applied teacher roles efficiently in the learning process. So it can be concluded that the process of learning and teaching English at SMPN 5 Padang Panjang is active or interesting learning. It is shown based on the research results that the teachers have applied the Teachers Roles in the lesson. Keywords: English Teacher Roles, Classroom Management
ThesisOpen AccessPDF tersedia
2018•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Nurlaili. 2313.132. Classroom Management Strategies in Large Class Used by English Teacher at The Eleventh Grade Majoring in Science 3 of MAN Koto Baru Padang Panjang. State Islamic Institute. Tarbiyah and Teacher Training Faculty, English Departmen Education, 2018. There were some problem about classroom management straregies in large class used by english teacher found in the field. The problem was the teacher felt difficult to manage large class. The strategies used by the teacher in managing the class was not effective. Lack of the students participation in the class. The purpose of this research was to know classroom management strategies in large class used by English teacher at the eleventh grade majoring in science 3 of MAN Koto Baru Padang Panjang. This research design was descriptive qualitative research. This research was conducted at the eleventh grade majoring in science 3 of MAN Koto Baru Padang Panjang. There was an English teacher who taught at eleventh grade. Sample of this research is purposive sampling. The instrumentation of this research were observation, interview, and documentation. The observation was conducted by using observation sheet, and interview was conducted for the English teacher. After that, the documentation were take photos and video recorder in learning activity. After analyzed the data, it was found that the English teacher used various strategies in managing large class at the eleventh grade majoring in science 3. Teacher did some strategies from expert. The researcher concluded that classroom management strategies in large class used by English teacher at the eleventh grade maring in science 3 of MAN Koto Baru Padang Panjang that was focus on make students feel important, build good relationship with the student, arrange classroom contract with students, make students sure that teacher know all of the students, create system for managing material efficiently, such as using video, image, poster,etc, take a long hard look at the classroom such as when students are doing the task, the teacher looks the whole students do their work
