An Analysis of Classroom Management Challenges Faced by Pre-Service English Teachers

Cinta Amalia Putri, 2322016 (2026) An Analysis of Classroom Management Challenges Faced by Pre-Service English Teachers. Sarjana thesis, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi.

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Abstract

Classroom management is one of the essential competencies that English pre-service teachers are expected to develop during teaching practicum. However, managing English classrooms remains challenging because pre-service teachers must handle students' behavioral, instructional, and lannguage-related needs while adapting 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 descriptive qualitative approach with a retrospective approach. The informants were 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. The data were collected through semi-structured interviews and analyzed using the interactive data analysis model proposed by Miles, Huberman, and Saldaña (2020), consisting of data condensation, data display, and conclusion drawing and verification. The findings revealed three main areas of classroom management challenges: behavioral challenges, communicating and procedures challenges, and attention and transition challenges. The findings also showed that these challenges were interconnected during the teaching practicum. To address these challenges, the informants employed various classroom management interventions, including behavioral interventions, communicating rules and procedures interventions, and attention and transition interventions. Based on the interpretation of the findings, these interventions functioned as either preventive or reactive strategies depending on their timing and purpose. In addition, translanguaginh emerged as an important finding, as several informants used a combination of English and Indonesian to clarify instructions and classroom expectations. Other practical interventions, such as recording students’ sleeping behavior in the attendance record and confiscating students’ toys, also emerged from the interview data. Overall, the findings indicate that classroom management in English language teaching is a dynamic process that requires English pre-service teachers to integrate pedagogical knowledge, professional judgment, and appropriate interventions according to classroom situations during teaching practicum.

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