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All Journal Journal of English Language Teaching English Language and Literature
An Fauzia Rozani Syafei
Universitas Negeri Padang
Languange, Linguistic, Communication & Media

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Exploring the challenges, strategies, and support needded by ELEP pre-service teachers in implementing lesson plan: a study of ELEP students at Universitas Negeri Padang Maharani, Puja; Syafei, An Fauzia Rozani
Journal of English Language Teaching Vol 14, No 4 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i4.136269

Abstract

This study aims to explore the challenges faced by pre-service teachers, the strategies they employed to overcome these challenges, and the forms of support they required in implementing lesson plans during their teaching practicum. The participants consisted of 43 pre-service teachers from the English Language Education Program (ELEP) at Universitas Negeri Padang who conducted their practicum from January to June 2025. Using a descriptive qualitative approach, data were collected through open-ended questionnaires validated by the thesis supervisor. The data were analysed using thematic analysis guided by three theoretical frameworks: Lampert (2001) on teaching challenges, Hopkins (2008) on teaching strategies, and Zeichner and Liston (2013) on support needed in teaching practice. The findings revealed that pre-service teachers encountered several major challenges, including difficulties in classroom management and teacher–student interaction, adapting to students’ diverse abilities, time limitations, and unexpected classroom situations. To overcome these challenges, they applied strategies based on Hopkins’s models, such as whole-class teaching, cooperative group work, and inductive teaching. Moreover, they required reflective support, professional guidance, and contextual understanding in line with Zeichner and Liston’s framework. In conclusion, the study highlights that while ELEP students demonstrated adaptability and applied appropriate strategies to address teaching challenges, consistent mentoring, reflective feedback, and contextual understanding are essential to enhance the effectiveness of lesson plan implementation and to strengthen teacher education programs in preparing pre-service teachers for real classroom practice.
An analysis of teacher feedback on seventh grade students’ English homework at SMPN 1 Kota Solok Dini, Vioren; Syafei, An Fauzia Rozani
Journal of English Language Teaching Vol 14, No 4 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Feedback is a crucial component in language learning as it guides students to identify their strengths and weaknesses. This study aims to analyse the types and forms of teacher feedback on seventh-grade students’ English homework at SMPN 1 Kota Solok, as well as the teachers’ purposes and considerations in providing such feedback. This research employed a qualitative descriptive design. The data were obtained through document analysis of students’ English homework and interviews with three English teachers. The findings revealed that evaluative feedback was the most dominant type (83.05%), followed by motivational feedback (14.41%) and corrective feedback (2.54%), while formative, advisory, praise, and criticism feedback were not found. In terms of form, symbolic or code feedback was most frequently used (83.05%), followed by general feedback (16.95%), with no written feedback identified. The interview results showed that teachers emphasized clarity, motivation, and balance between correction and encouragement, but inconsistently monitored students’ progress and guided improvement. Overall, the study concludes that teacher feedback practices remain heavily evaluative and limited in formative aspects. Therefore, teachers are encouraged to provide more constructive, descriptive, and formative feedback to help students understand their errors, promote engagement, and improve their English learning outcomes.
Co-Authors Abdullah Azzam An-Nashir Afila Teddy Defri Alisya Isra Belinda Ana Sakinah Anggraini, Yola Anisa Wahyuni Annisa Erma Annisa Fitri Irwan Antoni Suhermanto Apri Yayat Susendi Arini Kumala Sari Aulia Fransischa Ayu Efta Febriani Bambang Triyono Bimbi Lastri Prima Chairunnisa Maulana Fitrah Chintya Virqi Prayetno Desri Wahyuni Desvalini Anwar Desy Jumiarti Dini, Vioren Dodi Zuyandi Elza Netri Fadhil Muhammad Hafizul Alimi Ifani Ramadhani Indah Afriani Inessa Laurie Intan Permata Sari Irawati Irawati Irma Permata Irza Ade Suarni Ismaweni Isman Ito Wardiah Junia Dwipa Arza Kurnia Ningsih Kurnia Ningsih Kurnia Ningsih Leni Marlina Lukman Nul Hakim M. Zaim Maharani Deta Putri Maharani, Puja Manissha Juliati Jhoni Mela Ismi Melani, Yultri Meli Aslina Mella Wiani Putri Muhammad Satria Mulia Tina Nentis Nentis Nofita Yola Norma Yuliansyah Nurul Huda Oktaria, Rinda Oktavia Oktavia Peby Yurdean Peragita Agdia Rakhmi Amini Rangga Fajriya Tanamal Rani Febrina Rasyidah Elqayyimah Ratmanida, Ratmanida Refnaldi Refnaldi Reidha Mahaesti Reisha Rahma Agus Ridho Yosfika Rio Agustianto Rusdi Rusdi Rusdi Thaib S.Pd, Zulfadli Sabrina Khairissa Selvi Maharani Sinamo, Frilance Siska Aris Nita Sitti Fatimah Sitti Fatimah Suci Ayu Andari Suci Mei Khelly Suci Nazira Tania Musmita Tesalonika Tesalonika Titi Pani Naskah Try Ulva Yeni Ulva Khairani Vischa Mansyera Pratama Wafiq Aziza Wanda Rifani Astuti Nst Welly Ernando Sihombing Widya Wati Putri Winda Elva Yuanita Winda Rawilta Putri Yoffi Boni Adha'fri Yoga Prihandika Yongki Perwonegoro Yudita Maharani Yuri Hardianti Zikriyati Zikriyati ZK Abdurahman Baizal Zul Amri