An Efl Pre-service Teacher’s Readiness in Managing English Classroom During School-based Teaching Practices

Abstract

This research aims to investigate the readiness in managing English classes experienced by an EFL pre-service teacher during school-based teaching practices. One pre-service English teacher agreed to participate as a participant in this study. The data were collected through direct interviews. The data were analyzed by following the qualitative data analysis framework from Creswell (2014). The researcher found that based on several experiences this pre-service teacher was ready to manage English classes. However, the participant felt that she was not prepared enough to make lesson plans because she felt it was challenging to allocate appropriate learning time for her students. Several strategies used by the participant to increase her sense of readiness in teaching and managing English classes were: 1) creating a conducive learning environment, 2) facilitating the learning process, 3) improving ethical and moral values, 4) assessing and evaluating student performance, 5) building a network with stakeholder, 6) well-planning and interesting lessons, 7) developing positive relationships in the classroom, 8) motivating students to learn, 9) creating the rules of the classroom, 10) establishing positive discipline in the classroom, and 11) good communication skills of teachers and students.