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 Leonisa, 2320097, The analysis of teaching skills used by student teachers of the English education study program at UIN Sjech M. Djamil djambek Bukittinggi Teaching skills are basic teaching abilities that focus on a person‟s ability and competency in teaching that must be mastered by a teacher to teach properly. To create an effective teaching and learning process, student teachers as practicum teachers are required to have several skills in teaching. Unfortunately, some of the students teachers of the English education study program at UIN Sjech M. Djamil Djambek Bukittinggi experience several obstacles in applying these skills. This research was retrieved from the problems experienced by students teachers during their field teaching practicum (PPL). The problem was difficulties in managing the conducive class and student behavior, lack of teaching strategy in the classroom, and lack of using an appropriate learning media based on the learning material. This research was conducted to analyze how student teachers teaching skills during their teaching practicum. This research used a qualitative descriptive research design. The informants of this research were 10 student teachers who joined the field teaching practicum program (PPL) 2024 in the English education study program. The instrument used in this research was a document checklist analysis related to 10 basic teaching skills based on the theory of Rohmah elaborated with Sihotang and Simorangkir. On the document checklist, there are a total of 45 statement items related to teaching activities. Based on the results of this research by the document checklist analysis, it was found that student teacher have implemented the teaching skills during field teaching practicum properly. Overall, in opening skills they‟re able to attract students' attention by using an enthusiastic voice, also visual and audio-visual media. In explanation skills, most student teachers can convey learning material well, in questioning skills student teachers can ask good questions appropriate to their topics but most of student teachers still using indonesia rather than English in the classroom, In variations skills, student teachers can also provide variations in voice, body movements, learning media, and patterns of interaction. In reinforcement skills, students teachers can provide verbal and non verbal reinforcement. Student teachers also have good classroom management skills because they can show responsiveness and overcoming students‟ bad behavior but lot student teachers still lack of classroom management skills where the classroom still noisy. In teaching small group and individual skills most students teachers look good by guiding individual and group discussion skills. In guiding group discussion skills, the students teacher can guide the discussion but not all of the student teacher performed group discussion skills, in skills using media or tool, most student teachers already apply it, and in closing skills, the student teachers check students‟ understanding by provide conclusions, and give rewards for students‟ participation.
