Article Per Year (5 Year)
p-Index From 2021 - 2026
2.439
P-Index
This Author published in this journals
All Journal BRIGHT ENGLISH FRANCA : Academic Journal of English Language and Education JELTEC: Journal of English Language Teaching, Literature and Culture English Language, Linguistics, and Culture International Journal (ELSTIC-IJ) Sipakaraya : Jurnal Pengabdian Masyarakat INTERACTION: Jurnal Pendidikan Bahasa GLENS: Global English Insights Journal
Nur Husnil Khatimah
Universitas Sulawesi Barat
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 11 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 11 Documents
Search

 1   2 
Teaching Challenges and Reflective Practices of Pre-service EFL Teachers during Teaching Practicum Hustiana; Rafiqa; Nur Husnil Khatimah
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 2 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i2.5569

Abstract

This study investigated the teaching practices, challenges, and reflective thinking of seven pre-service EFL teachers during their teaching practicum at SMPN 1 Majene, Sulawesi Barat. Employing a descriptive qualitative design, data were collected through structured classroom observations and post-teaching interviews. Data were analyzed using thematic analysis, in which observation notes and interview transcripts were systematically coded, categorized into recurring themes, and interpreted in relation to the study's research objectives. The findings reveal that while all participants demonstrated foundational instructional competencies including lesson review, ice-breaking activities, and student assessment considerable variation existed in lesson structure, media use, classroom communication, and student engagement. Classroom management emerged as the most prevalent challenge, with difficulties ranging from low voice projection and student passivity to poor time management and ineffective game implementation. Most participants attributed these challenges to personal factors, particularly insufficient preparation. Post-teaching reflections indicated meaningful self-awareness, as each teacher identified specific weaknesses and proposed contextually grounded improvements. Most notably, all seven participants unanimously selected gamification as their preferred instructional strategy for future teaching, signaling a shared recognition of the need for more interactive and engaging learning approaches. These findings suggest that pre-service EFL teacher education programs should strengthen training in classroom management, instructional variety, and gamification-based pedagogy to better equip novice teachers for authentic classroom demands.  
Co-Authors Adi Isma Agitha Ramadhani Riasang Ahmad Junaedi Dwi Adi Nugroho Hastini, Nurul Hustiana Hustiana, Hustiana Indiana Indiana Muhammad Ilham Ali NFH, Alifya Nugroho, Dwi Adi Nurmila Nurul Hastini Putri, Andi Mega Januarti Putu Wahyu Sudewi Rabiatul Adawiyah Rafiqa Rafiqa Riasang, Agitha Ramadhani Ridwan Ridwan Ridwan, Ridwan Sri Hariati Mustari Sri Hariati Mustari Sri Hariati Mustari Sukmawati Yasim Syahrullah Syahrullah wahyuni wahyuni Wahyuni, Asti Yasim, Sukmawati