Factors Influencing EFL Pre-service Teachers’ Experience in Classroom Management

Edy Waloyo, Ahmad Rifai, Khoiriyah Shofiyah Tanjung, Ira Mutiaraningrum

Abstract


Classroom management has been of interest for decades. EFL Pre-service teachers at IAIN Syekh Nurjati Cirebon had experiences in teaching practices and classroom management. They had completed teaching practices at formal school for two months. This quantitative research employed factor analysis to determine the research variables that affect classroom management. The variables of classroom management involved in this study are discipline, organization of the lesson, interaction during the lesson, teacher-student personal communication, and psychological and social classroom environment. The findings show that the KMO Measure of Sampling Adequacy (MSA) number is 0.800. Because the value is 0.800 (> 0.5), it means that all factors influence EFL pre-service teachers’ experience in classroom management. This study highlights discipline as the main factors contributing to classroom management. This study also highlights the role of the university in preparing pre-service teachers to be ready for their future teaching practice. 


Keywords


EFL; Pre-Service Teacher; Classroom Management; Quantitative Research

Full Text:

PDF

References


Albina, A. P. (2020). Pre-service teachers‘ teaching practice with and without ethnographic lens – a comparative study. International Journal of Scientific and Technology Research, 9(2), 3280–3283.

Ardisa, P., Wu, Y. T., & Surjono, H. D. (2018). Improving Novice Teachers’ Instructional Practice Using Technology Supported Video-based Reflection System: The Role of Novice Teachers’ Beliefs. Journal of Physics: Conference Series, 1140(1). https://doi.org/10.1088/1742-6596/1140/1/012029

Aşık, A., & Kuru Gönen, S. İ. (2016). Pre-service EFL teachers’ reported perceptions of their development through SETT experience. In Classroom Discourse (Vol. 7, Issue 2, pp. 164–183). https://doi.org/10.1080/19463014.2016.1150865

Bower, M. G., Moloney, R. A., Cavanagh, M. S., & Sweller, N. (2013). Assessing preservice teachers’ Presentation capabilities: Contrasting the modes of communication with the constructed impression. Australian Journal of Teacher Education, 38(8), 110–131. https://doi.org/10.14221/ajte.2013v38n8.1

Busayanon, K. (2018). a New 21St Century Classroom Management Model for Pre-Service Social Studies Teacher Development. Proceeding at 5th Teacher and Education Conference Amsterdam. https://doi.org/10.20472/tec.2018.005.002

Cavanagh, M., Barr, J., Moloney, R., Lane, R., Hay, I., & Chu, H. E. (2019). Pre-service teachers’ impact on student learning: Planning, teaching, and assessing during professional practice. Australian Journal of Teacher Education, 44(2). https://doi.org/10.14221/ajte.2018v44n2.5

Delceva, J. (2017). Classroom management. Psychological Aspects of Learning and Teaching, 2(1), 4–9. https://doi.org/10.4324/9781315720524-15

Díaz, C., González, G., Jara-Ramírez, L. I., & Muñoz-Parra, J. A. (2018). Validation of a classroom management questionnaire for pre and inservice teachers of English. Revista Colombiana de Educacion, 75(75), 263–285. https://doi.org/10.17227/rce.num75-8111

Igbinoba, O. K., & Marvelous, A. I. (2015). The Impact of Classroom Management on Students’ Academic Performance in Selected Junior Secondary Schools in Municipal Area Council, Abuja. International Journal of Education and Research, 3(9), 141–154.

lyasin, M. (2019). Students’ Discipline Management in Strengthening Modern Human Resources. Dinamika Ilmu, 19(2), 351–361. https://doi.org/10.21093/di.v19i2.1774

İnözü, J., & Sahinkarakas, S. (2016). Exploring Relations between Pre-Service English Teachers’ Psychological and Social Well-Being and their Perceptions of Positive Classroom Environment. Eurasian Journal of Applied Linguistics, 2(2), 79–93. https://doi.org/10.32601/ejal.461020

ames, A. N. (2017). Teaching the Male Brain: How Boys Think, Feel, and Learn in School. In Teaching the Male Brain: How Boys Think, Feel, and Learn in School. https://doi.org/10.4135/9781483393407

Junker, R., Gold, B., & Holodynski, M. (2021). Classroom management of pre-service and beginning teachers: From dispositions to performance. International Journal of Modern Education Studies, 5(2), 339–363. https://doi.org/10.51383/ijonmes.2021.137

Kaka, S. J. (2019). Classroom Culture in the Social Studies Classroom : The Abilities of Preservice Teachers. The Councilor: A Journal of the Social Studies, 80(2), 1–18. https://thekeep.eiu.edu/the_councilor/vol80/iss2/6

Korkut, P. (2017). Classroom Management in Pre-service Teachers’ Teaching Practice Demo Lessons: A Comparison to Actual Lessons by In-service English Teachers. Journal of Education and Training Studies, 5(4), 1. https://doi.org/10.11114/jets.v5i4.2164

Kratochwill, T. R., DeRoos, R., & Blair, S. (2015). Classroom management, teachers modules. https://www.apa.org/education-career/k12/modules-classroom-management.

Macías, D. F., & Sánchez, J. A. (2015). Classroom Management: A Persistent Challenge for Pre-Service Foreign Language Teachers. PROFILE Issues in Teachers’ Professional Development, 17(2), 81–99. https://doi.org/10.15446/profile.v17n2.43641

Merç, A. (2010). Self-Reported Problems of Pre-Service EFL Teachers. Anaduou University Journal of Social Sciences, 10(2), 199–226.

Mkhasibe, R. G., & Mncube, D. W. (2020). Evaluation of pre-service teachers’ classroom management skills during teaching practice in rural communities. South African Journal of Higher Education, 34(6), 150–165. https://doi.org/10.20853/34-6-4079

Mutiaraningrum, I. (2022). The roles of school principal: An insight from disadvantaged areas of Indonesia. Journal of Educational Management and Instruction (JEMIN), 2(1), 35-44. https://doi.org/10.22515/jemin.v2i1.5071

Njika, J. A. (2020). Exploring Pre-service Teachers’ Perception of Interactional Activities in Lesson Planning. English Language Teaching, 13(3), 92. https://doi.org/10.5539/elt.v13n3p92

Poznanski, B., Hart, K. C., & Cramer, E. (2018). Are Teachers Ready? Preservice Teacher Knowledge of Classroom Management and ADHD. School Mental Health, 10(3), 301–313. https://doi.org/10.1007/s12310-018-9259-2

Pusparini, R., Widiati, U., & Susanti, A. (2021). Pre-service teachers’ beliefs about English Language Teaching and Learning in EFL classroom: A review of literature. JEES (Journal of English Educators Society), 6(1), 147–154. https://doi.org/10.21070/jees.v6i1.1212

Reynolds, B. L., Ha, X. Van, Ding, C., Zhang, X., Liu, S., & Ma, X. (2022). Pre-Service Teachers Learning to Teach English to Very Young Learners in Macau: Do Beliefs Trump Practice? Behavioral Sciences, 12(2). https://doi.org/10.3390/bs12020019

Sakka, W., Nasmilah, N., Khan, A., Mumu, S., & Hamidi, B. (2022). Interplay of Teacher Talk and Learners’ Motivation in Learning English: A Psycholinguistic Study. Education Research International. https://doi.org/10.1155/2022/9099268

Sánchez Solarte, A. C. (2019). Classroom Management and Novice Language Teachers: Friend or Foe? How, 26(1), 177–199. https://doi.org/10.19183/how.26.1.463

Syamdianita, & Cahyono, B. Y. (2021). The efl pre-service teachers’ experiences and challenges in designing teaching materials using tpack framework. Studies in English Language and Education, 8(2), 561–577. https://doi.org/10.24815/siele.v8i2.19202

Tagle, T., Díaz, C., Etchegaray, P., Vargas, R., & González, H. (2020). Classroom Management Practices Reported By Chilean Pre-Service and Novice in-Service Teachers of English As a Foreign Language (Efl). Humanities & Social Sciences Reviews, 8(4), 335–348. https://doi.org/10.18510/hssr.2020.8434

Tandyonomanu, D., Mutiah, & Setianingrum, V. M. (2018). Shaping instructional communication competence of preservice teachers. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/953/1/012190

Tantoy, O. A., & Gemota, M. C. J. (2018). Teaching Skills of Pre-service Teachers: Basis for Mentoring Initiatives. Liceo Journal of Higher Education Research, 13(2), 66–82. https://doi.org/10.7828/ljher.v13i2.1057

Tarman, B. (2016). Discipline or Classroom Management. Journal of Learning and Teaching in Digital Age, 1(2), 37–44.

Tok, T. N., & Tok, Ş. (2016). Novice teachers’ classroom management self efficacy beliefs. Journal of Human Sciences, 13(3), 5595. https://doi.org/10.14687/jhs.v13i3.4178

Webster, C. A. (2010). Relating student recall to expert and novice teachers’ instructional communication: An investigation using receiver selectivity theory. Physical Education and Sport Pedagogy, 15(4), 419–433. https://doi.org/10.1080/17408980903535826

Yee, T. Y., & Hassan, Z. B. (2019). Problems and Challenges Met by Novice Teachers in Johor. International Journal of Recent Technology and Engineering, 8(3S2), 689–694. https://doi.org/10.35940/ijrte.c1221.1083s219

Young Joan. (2014). Encouragement in the classroom. ASCD. https://www.bookdepository.com/Encouragement-Classroom-Joan-Young/9781416619185

Zulkifli, A. S., Sulaiman, N. F., & Mohamed, S. (2019). Pre-Service Teachers Knowledge of Classroom Management. Creative Education, 10(12), 2548–2554. https://doi.org/10.4236/ce.2019.1012182




DOI: http://dx.doi.org/10.21043/jetli.v6i2.22398

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Journal of English Teaching and Learning Issues

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License