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Edulangue
Published by Universitas Islam Negeri Mataram
ISSN : 26228777     EISSN : 26228777     DOI : https://doi.org/10.20414/edulangue.v4i1.3454
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Edulangue aims to facilitate the dissemination of theoretically and practically grounded knowledge in the area of English language pedagogy, which comprises English language teaching and learning and assessment. It does not welcome any contribution pertinent to the realm of Linguistics and Literature. The Journal receives manuscripts with the following foci: • English language teaching and learning • English Language assessment • English language curriculum and material development
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
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Search results for , issue "Vol. 8 No. 1 (2025): Edulangue: Journal of English Language Education" : 1 Documents clear
Classroom Management Challenges and Adaptive Strategies of EFL Student Teachers during Teaching Practicum Qarimah, Siti; Sabarun; Ali Mirza , Akhmad
EDULANGUE Vol. 8 No. 1 (2025): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v8i1.13809

Abstract

Classroom management is a critical component of effective teaching, particularly for English Education student teachers who must navigate the intersection of pedagogical theory and practice in culturally and religiously influenced settings. However, student teachers often face significant challenges, such as student disengagement, language barriers, and undermined authority, which are exacerbated in unique institutional contexts like Indonesia’s Islamic universities. This study explores the classroom management difficulties encountered by 10 student teachers from UIN Palangka Raya during their practicum in Kementerian Agama-affiliated schools, as well as the strategies they employ to address these challenges. Using a qualitative case study approach, data were collected through semi-structured interviews and teaching practicum reports, followed by thematic analysis. Findings revealed that student teachers struggled with low motivation for English learning, passive participation, and cultural-linguistic preferences, compounded by institutional policies that diminished their authority. To mitigate these issues, they adopted strategies such as differentiated instruction, behavioral management techniques, engagement boosters (e.g., gamification), and relationship-building. However, the effectiveness of these strategies was often limited by large class sizes and short practicum durations. The study underscores the need for teacher education programs to incorporate culturally responsive pedagogy, extended practicums, and structured mentorship to better prepare student teachers for the complexities of classroom management in diverse educational settings. These findings highlight the importance of context-specific training to enhance both teacher preparedness and student learning outcomes.

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