Fix SIHA - TEACHERS PROBLEM IN ENGLISH CLASSROOM

TEACHERS' PROBLEMS IN ENGLISH CLASSROOM HINDERING
TEACHING PROCESS: EFL PRE-SERVICE TEACHERS'

OBSERVATIONAL EXPERIENCES
RESEARCH PAPER
submitted in partial fulfillment of the requirements for the degree of Sarjana

Pendidikan at the English Education Department
By
SITI HAYATUN NUFUS

NIM: 19010106035
FACULTY OF EDUCATION AND TEACHER TRAINING INSTITUT

AGAMA ISLAM NEGERI KENDARI KENDARI
2022
APPROVAL SHEET
TITLE : Teachers’ Problems In English Classroom Hindering Learning
Process: Efl Pre-Service Teachers’ Observational Experiences
NAME : Siti Hayatun Nufus
SID : 19010106035
This research paper draft has been approved by the supervisors on 10 th October,
2022 for research paper examination.
First Supervisor, Second Supervisor,
Dr. Sitti Nurfaidah, S.Pd., M.Ed. Suhartini Syukri, S.Pd.I., S.Pd., M.Pd.
NIP: 197704172009012004 NIDN: 20160102020
ii
KEMENTRIAN AGAMA REPUBLIK INDONESIA
INSTITUT AGAMA ISLAM NEGERI KENDARI
FAKULTAS TARBIYAH DAN ILMU KEGURUAN
Jalan Sultan Qaimuddin No.17 Kelurahan Baruga, Kendari Sulawesi Tenggara
Telp/Fax. (0401)3193710/31933710
email: iainkendari@yahoo.co.id website: http://iainkendari.ac.id
LEGALIZATION SHEET
This is to certify that the research paper by Siti Hayatun Nufus, SID
19010106035, entitled “Teachers’ Problems in English Classroom Hindering
Teaching Process: EFL Pre-Service Teachers’ Observational Experiences” has
been presented in the research examination on December 28, 2022, and declared
acceptable as one of the requirements for obtaining a degree (S.Pd.).
Kendari, December 28th, 2022

04 Jumadil Akhir 1444 H
BOARD OF EXAMINERS
Chair : Dr. Sitti Nurfaidah, S.Pd., M.Ed. (…………………)
Members : Suhartini Syukri, S.Pd.I., S.Pd., M.Pd. (…………………)
: Azwar Abidin, M.Pd. (…………………)
: Ilfan Askul Pehala, S.Pd., M.Hum. (…………………)
Approved by,
Dean of Faculty of Education and Teaching Training
Dr. Masdin, M.Pd

NIP. 196712311999031065
Visi Program Studi Tadris Bahasa Inggris (TBI):
“Menghasilkan tenaga pendidikan pada bidang Pendidikan Bahasa Inggris yang berkualitas, berkepribadian Islami,
dan berwawasan transdisipliner pada tahun 2025”
iii
DECLARATION OF AUTHORSHIP
I am Siti Hayatun Nufus SID. 19010106035, hereby declare that all the
information in my research paper entitled “Teachers’ Problems in English
Classroom Hindering Teaching Process: EFL Pre-Service Teachers’
Observational Experiences” under the supervision of Dr. Sitti Nurfaidah, S.Pd.,
M.Ed., and Suhartini Syukri, S.Pd.I., S.Pd., M.Pd. has been obtained and
presented in accordance with the academic and ethical conduct of IAIN Kendari.
To the best of my knowledge, I solemnly declare that no part of this work has
been submitted here or elsewhere in a previous application for an award of a
degree. All sources of knowledge used have been duly acknowledged. I also
declare that this research paper is my work. For this reason, I am responsible for
the research paper if there are any objections or claims from others.
Kendari, 28th Desember, 2022 M

04 Jumadil Akhir 1444 H
Siti. Hayatun Nufus

SID. 19010106035
iv
HALAMAN PERNYATAAN PERSETUJUAN PUBLIKASI TUGAS
AKHIR UNTUK KEPENTINGAN AKADEMIS
Sebagai sivitas akademik Institut Agama Islam Negeri Kendari, saya yang
bertanda tangan dibawah ini:
Nama : Siti Hayatun Nufus
NIM : 19010106035
Program Study : Tadris Bahasa Inggris
Fakultas : Tarbiyah dan Ilmu Keguruan
Jenis Karya* : Skripsi
demi pengembangan ilmu pengetahuan, menyetujui untuk memberikan kepada
Institut Agama Islam Negeri Kendari Hak Bebas Royalti Noneklusif (Non-
exclusive Royalty-Free Right) atas karya ilmiah saya yang berjudul:
“Teachers’ Problems in English Classroom Hindering Teaching Process:

EFL Pre-Service Teachers’ Observational Experiences”
Beserta perangkat yang ada jika (jika diperlukan). Dengan Hak bebas Royalti
Nonekslusif ini Institut Agama Islam Negeri Kendari berhak menyimpan,
mengalih media/formatkan, mengelola dalam bentuk pangkalan data (database),
merawat, dan mempublikasikan tugas akhir saya selama tetap mencantumkan
nama saya sebagai penulis/pencipta dan sebagai pemilik Hak Cipta.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat : Kendari
Pada tanggal : 26 Desember 2022
Yang menyatakan
Siti Hayatun Nufus
v
ACKNOWLEDGEMENT
‫ِبْس ِم ِهللا الَّرْح َم اِن الَّرِح ْيم‬
Alhamdulillah, all praises to Allah SWT. Thanks to all His blessing and
everything given to me in completing my study and this research paper. Peace is
upon our prophet Muhammad pbuh who has guided us from the darkness to the
lightness era of humanity. While completing this research paper, I realized that
many things could not be done without other parties' help, support,
encouragement, contributions, and suggestions.
Therefore, I would like to express my deepest special thanks to everyone who
has prayed for, helped, supported, encouraged, contributed, and advised me while
completing this research paper, especially to my parents. These two beloved
people have been the best support system in my life. Abi, umi, thank you for all
the love, compassion, and patience you gave me. Thank you for always being the
best support system in my life. I dedicate all my achievements in this study to my
beloved big family, especially my dad and my mom. Other thanks are also
delivered to:
1. Prof. Dr. Faizah Binti Awad, M.Pd., the Rector of Institut Agama Islam
Negeri Kendari.
2. Dr. Masdin, M.Pd., the Dean of the Faculty of Tarbiyah and Teacher
Training.
3. Sarjaniah Zur, M.Pd., the Head of English Education Department. She is a
very kind and respectful person to students. She was my PLP 1 and PLP 2
supervisor during my college days. She inspired me a lot and gave me a lot
vi
of knowledge during my lectures. She also really cares about her students.
Thank you very much for all your kindness. May Allah always protect you
in every step of the way.
4. Dr. Sitti Nurfaidah, S.Pd., M.Ed., a lecturer in the English Education
Department and my first thesis supervisor. She is a very considerate and
caring person to me. In the past, before I entered the world of lectures, I
had heard and thought that supervisors always made it difficult for their
students to do consultations. However, all lecturers in the English
Education Department were able to break this negative opinion. She
always provided full support during the lecture period, especially during
the preparation of this paper. She gave the idea of this research, and she
always encouraged me to constantly work on this paper. Thank you very
much from the bottom of my heart. May Allah always give you health and
long life.
5. Suhartini Syukri, S.Pd.I., S.Pd., M.Pd., a lecturer in English Education
Department, also my second supervisor. She is one of my role models in
college, always being fun and feeling like a friend to me during the
teaching and learning process. Also, as my supervisor, she always by my
side while making this paper and give me the idea when I find it difficult
to compose my paper.
6. Prof. Dr. H. Zulkifli Musthan, M.Si, M.Pd., as my academic advisor who
accompanies me at every stage of my journey in college until the end, also
advises about being a number one student in every lecturer's heart. Thank
you very much, Sir. May Allah bless you and always protect you from all
vii
harm full things.
7. Azwar Abidin, M.Pd., a lecturer in the English Education Department and
my first examiner. He is so kind and helped me a lot in preparing this
thesis. He also gave a lot of knowledge during lectures. May Allah always
protected him.
8. Ilfan Askul Pehala, S.Pd, M.Hum., a lecturer in English Education
Department and my thesis examiner. He is one of the most patient
lecturers in our department. He is very kind, always helps me when I get in
trouble, and gives directions. Thanks to him for all the suggestions in
completing this paper. May Allah always protect you from all harmful
things and blesses you.
9. Abdul Halim, M.TESOL., Dewi Atikah, M.A., Ilfan Askul Pehala, S.Pd.,
M.Hum., Susanti, M.Pd., Isna Humaera, S.Ag., S.Pd., M.Pd., Anita Rezki,
M.Pd., and Muhammad Kurniawan Rachman, S.Pd., M.Pd., as my great
lecturers in the English Education Department, thank you for all the
valuable knowledge that has been taught to me. May Allah protect you all
and bless you all.
10. All lecturers and staff of IAIN Kendari, thank you for all the knowledge
that has been shared.
11. Special thanks to my brother, Muhammad Ibnu Mahfidz Sabri and
Muhammad Qory Ahnaf Sabri, who always cheer me up while making this
paper. I hope you two are always protected by Allah wherever you are and
can reach whatever your dream is later.
viii
12. Allailah Nur Muthmainnah, Nurul Fadhillah Alza, and Ulfah Khairunnisa,
my beloved best friend. Thank you so much for all the good things you
gave me while studying in this university together. For the precious days,
the time to discuss everything, stay up together all night, the advice, and
the direction given, especially in completing this paper. Thanks infinitely
for your thoughtfulness. May our relationship always be maintained.
13. Henita Ayuningtyas, Nurhidayah, Nurzayanah, Restian, Shahifah Luthfia
Zahrah, Sri Sulastri, Tessy Tohimah, Yulia Suryandari, and Wulan
Sakinah, my beloved friends who were always taking care of me like their
little sister and give support in every struggle of my life, especially during
making this research paper, I love you guys so much. Hopefully, our hopes
to graduate with cumlaude predicate can come true.
14. My beloved family, ROFTEN 42, has been my precious family since I was
in high school. They always had a positive impact on me and always took
care of me. Thank you all for being my friend who was always there to
support, encourage, and cheer me up. I am very grateful to have you guys.
May Allah bless you all and protects you wherever you are.
15. My extraordinary friends at ENGDEPT 019, I never expected to meet
great people like you. Endless support is always given to me. Thank you
for coming and filling a part of my life. May Allah always protect us all.
16. My tremendous family, Class B 2019, who always encourage me at the
end of this study period.
17. All seniors and juniors of TBI IAIN Kendari who always help and support
me in the educational process.
ix
18. Also, my participants who have filled out the questionnaires and
interviews. Without your help, this research would not have run as it
should have been. May we all be given health and longevity.
Ultimately, I would like to deliver my massive thanks to all people I cannot
mention one by one who have helped me. I also realize that this research
paper is far from perfect. Hopefully, this research paper is helpful for the
readers.
Kendari, 26th December 2022
The Researcher
Siti Hayatun Nufus
19010106035
x
ABSTRACT
Siti Hayatun Nufus SID 19010106035. "Teachers' Problems in English Classroom

Hindering Teaching Process: EFL Pre-service Teachers' Observational
Experiences" Supervised by: Dr. Sitti Nurfaidah, M.Ed., and Suhartini Syukri,
S.Pd.I., S.Pd., M.Pd.
This study investigates the teachers' problems in the English classroom
hindering the teaching process based on EFL Pre-service Teachers' observation
during their field teaching practice program. This study adopted a descriptive
qualitative method. Data was gathered through students focus group discussion
(FGD) reflection and in-depth interviews. The study was conducted in the English
Language Education study program. The participants of this study involved fifth-
semester students who already finished their Field Teaching Practice 1. Thirteen
students participated in this study by doing the focus group discussion (FGD)
about their observations regarding teachers' problems in English classrooms and
providing additional information regarding the teachers' problems through in-
depth interviews. The collected data from students' reflections were highlighted,
collated, and analyzed through coding and categorization. The research results
reveal that four problems hinder teaching problems in English classrooms:
students' lack of motivation to learn, classroom management, the lack of media in
teaching, and teachers' low proficiency in teaching. Thus, this study implies that
the problems found from research can make teachers begin to reflect on how their
class has been running so far, whether it has been conducive and productive
without problems or if some things still need to be fixed.
Keywords: Classroom management; EFL pre-service teacher; students' attitude

and motivation to learn; teachers’ problem; teachers' low proficiency
in teaching; the lack of media in teaching.
xi
TABLE OF CONTENTS
TITLE PAGE...............................................................................................................i
APPROVAL SHEET...................................................................................................ii
LEGALIZATION SHEET...........................................................................................iii
DECLARATION OF AUTHORSHIP.........................................................................iv
PUBLICATION AGREEMENT..................................................................................v
ACKNOWLEDGEMENT............................................................................................vi
ABSTRACT.................................................................................................................xi
TABLE OF CONTENTS.............................................................................................xii
LIST OF TABLES.......................................................................................................xiv
LIST OF FIGURES......................................................................................................xv
LIST OF ABBREVIATIONS......................................................................................xvi
CHAPTER I: INTRODUCTION.................................................................................1
1.1 Background of the Study........................................................................................1
1.2 Scope of the Study .................................................................................................3
1.3 Research Question..................................................................................................3
1.4 Purpose of the Study...............................................................................................3
1.5 Significance of the Study.......................................................................................4
1.6 Definition of Key Terms........................................................................................4
CHAPTER II: REVIEW OF THE LITERATURE......................................................6
2.1 Theoretical Framework..........................................................................................6
2.1.1 Teaching English as foreign Language...............................................................6
2.1.2 Teachers' Problems in EFL Classroom...............................................................7
2.1.3 Students ‘Lack of Attitude and Motivation to Learn..........................................7
2.1.4 Classroom Management......................................................................................10
2.1.5 The Lack of Media in Teaching English.............................................................12
2.1.6 Teachers' Low Proficiency in Teaching..............................................................16
2.2 Relevant Studies.....................................................................................................16
CHAPTER III: METHODOLOGY..............................................................................20
3.1 Research Design.....................................................................................................20
3.2 Setting and Context of the Study............................................................................20
3.3 Participant of the Study..........................................................................................21
3.4 Instrument of the Study..........................................................................................22
3.5 Data Collection.......................................................................................................24
3.6 Data Analysis.........................................................................................................24
CHAPTER IV: FINDING AND DISCUSSION..........................................................31
4.1 Findings..................................................................................................................31
4.1.1 Students' Attitude and Motivation to Learn........................................................33
4.1.2 Classroom Management......................................................................................35
4.1.3 The Lack of Media in Teaching English.............................................................39
4.1.4 Teachers' Low Proficiency in Teaching..............................................................41
4.2 Discussion..............................................................................................................45
CHAPTER V: CONCLUSION....................................................................................53
5.1 Conclusion..............................................................................................................53
5.2 Limitation...............................................................................................................55
xii
5.3 Pedagogical Implication.........................................................................................56
5.4 Recommendation....................................................................................................58
REFERENCES.............................................................................................................61
APPENDICES..............................................................................................................68
Appendix 1 : Reflective FGD Guidelines.....................................................................68
Appendix 2 : Sample of Participants’ Reflective FGD.......................................69
Appendix 3 : Interview Guidelines.....................................................................70
Appendix 4 : Sample of Participants’ Reflective Interview...............................71
Appendix 5: Research Permit............................................................................. 78
Appendix 6: CurriculumVitae (CV)....................................................................79
xiii
LIST OF TABLES
Table 3.1 Demographic Profile Participants……………...22

Table 3.2 Question for FGD Reflection…………………..23
Table 3.3 Interview Guidelines…………………………...23
Table 3.4 Theories Analysis of Teachers’ Problem………25
Table 3.4 Example of Coding Procedure…………….…...28
xiv
LIST OF FIGURES
Figure 4.1 Teachers Problems Diagram ...................................................................32
xv
LIST OF ABBREVIATIONS
EFL: English Foreign Language FGD: Focus Group Discussion CCS: Conditional
Context Question P: Participant
xvi
CHAPTER
I INTRODUCTION
This study explores the teacher's problems in the English classroom
hindering the teaching process. This section presents the research
background, the study, the research question, the scope of the study, its
significance, and critical terms definition.
1.1. Background of the Study
Recently, being an English teacher and how they run their classroom
became one of the topics often discussed in several studies. There are several
problems that teachers might face during the teaching and learning process
such as dealing with students’ who have low interest and motivation to learn,
and overcoming the messy classroom (Karademir & Gorgoz, 2019). A
foreign language taught in a school with a different mother tongue makes
English harder to learn and teach (Bagheri & Anshari, 2012).
Madalinska and Bavli (2016) declared that numerous studies have
been conducted to reveal problems that English teachers find in teaching
English. In the context of global issues, Geeraerts and Heikkinen (2018)
study revealed that teaching English can be so hard because of its position as
a foreign language, so students sometimes feel strange with the language and
keep in their mind that learn English is a hard thing.
Oktay (2015) also note in his study that several English teachers have
also faced a problem in teaching English such as they have to deal with a
1
high anxiety from students to trying to learn English because is a new thing
for them. In the Indonesian context, English has become one of the favorite
subjects because of its function, which many Indonesian parents believe is
necessary for their children to achieve their dream (Widodo & Dewi, 2018).
Lestari (2021) highlights that in international schools or English
courses, the problem may not be much because they only focus on English
and already have good settings for the teaching and learning process.
Nevertheless, when it comes to school, teachers may encounter two basic
problems such as dealing with the size of the class that does not balance with
the number students in it, and do not have the media to support the teaching
process (Gaikhorst et.all, 2017).
Copland and Burns (2014) in their study emphasized that teaching
English in larger classes has become the first problem teachers may have in
the classroom. Related to that, Kwok (2021) also emphasized that an
overcrowded classroom may affect the teaching and learning process
because the teacher may lose control. Several students may lack attention to
the teacher's explanation. In several schools, the availability of media to
support learning is still lacking, so it does not support the teacher in
presenting the material. It can become a problem that might hinder learning
(Kwok, 2021).
Nevertheless, Korpershoek and Doolard (2014) identified that the
situation that teachers find in teaching EFL classrooms does not only come
from the students, but a teacher with low proficiency and method in teaching
English sometimes also becomes a more challenging problem to solve.
2
Copland and Burns (2014) in his study argues that teaching English
in larger classes has become the first problem teachers may have in the
classroom. Related to that, Kwok (2021) also argues that an overcrowded
classroom may affect the teaching and learning process because the teacher
may lose control.
Several students may lack attention to the teacher's explanation. In several
schools, the availability of media to support learning is still lacking, so it does not
support the teacher in presenting the material. It can become a problem that might
hinder learning (Kwok, 2021).
Nevertheless, Korpershoek and Doolard (2014) states that the situation that
teachers find in teaching EFL classrooms does not only come from the students,
but a teacher with low proficiency and method in teaching English sometimes also
becomes a more challenging problem to solve.
Even though numerous earlier studies have demonstrated the difficulties
teachers in English classrooms face (Ustozun, 2016), there is a scarcity of studies
that specifically investigate the teachers' problems in English classrooms from an
EFL pre- service teachers’ observational experiences to fill the gap.
Students who choose the education department as their major will take an
active role in internship programs where they will observe school activities, from
the learning process to the school environment, to prepare for becoming genuine
teachers. This study uses student field observations reflection as a precedent for
conducting research.
3
1.2. Scope of the Study
This study focused on exploring 13 active students at the English Education
Department in one of the universities in Southeast Sulawesi who have already
done their Field Teaching Practice 1 (PLP 1). The participants are EFL learners
from classes A & B in the fifth semester. Therefore, the inquirer chooses those
participants because they fit with the data criteria in the required research.
1.3. Research Question
The problem to be addressed in this proposed study is "What are the
problems faced by the English teachers in their classrooms that might hinder the
English teaching process?"
1.4. Purpose of the Study
Considering various studies carried out in different practice teaching
contexts, this study investigates the problems English teachers face in their
classrooms that might hinder the English teaching process.
1.5. Significance of the Study
The research findings of this study attempt to describe every type of
problem teachers deal with in English classrooms that may hinder the teaching
process based on observations of pre-service EFL teachers. The findings of this
study enable teachers to identify new methods of engaging with EFL students.
4
Furthermore, based on the findings of this research, teachers might begin
developing learning solutions in their classroom if one or two of the problems
identified in this research appear in their classroom. Teachers might also consider
the media and instructional methods they will utilize in their lessons.
However, the problems identified in this study occur frequently but are not
always recognized. As a result, the findings of this study can be used as a
reference for teachers to raise awareness about creating conducive and productive
classes in every hour of learning, particularly learning English. To build that
awareness, in this study, researchers will classify problems that occur from the
perspective of EFL pre-service teachers who may not have been noticed or
considered teachers before that could be a significant problem in their class.
1.6. Definition of Key Terms
Teachers' problem in English teaching: refers to the problems that English
teachers face when teaching English in the classroom. The problem that the
researcher means here is things that happen in class that can affect teacher
performance in teachings such as students who are easily distracted and disturbed.
while studying so that their attention is not only focused on teacher explanations,
classroom dynamics, the lack of media in the classroom, or teacher's low
proficiency in teaching.
Hindering: refers to the things that happen in class that can affect teacher
performance in teaching.
5
EFL Pre-service Teacher: refers to active students at the English
Education Department in one of the universities in Southeast Sulawesi who
already finished their Pengenalan Lingkungan Persekolahan (PLP) I
6
CHAPTER II
LITERATURE REVIEW
This part presents theoretical frameworks and previous studies. The
theoretical framework consists of the theories that exist in this study. Meanwhile,
the previous study discusses the implications of related ideas in previous studies.
2.1. Theoretical Framework
2.1.1 Teaching English as Foreign Language
Teaching is passing on knowledge, learning a subject, and acting until
students know or comprehend what they have learned (Karademir & Gorgoz,
2019). According to Harmer (2007, p. 105), teaching can be about the teacher
passing knowledge to the students or establishing an environment where they can
discover things independently.
Bagheri and Anshari (2012) states that teaching is described as leading and
supporting learning, enabling students, and regulating the environment for
students. Its purpose is to guide students in improving their thinking while
learning. Teaching offers a promising and rewarding profession for individuals
who can handle the intellectual and interpersonal demands of the position,
according to Arends (1986).
Nevertheless, it becomes a critical concern when English is taught as a
foreign language. Bagheri and Anshari (2012) states that learning and teaching are
inseparable concepts. To facilitate learning, a learner must be given the right tools
and settings.
7
2.1.2. Teachers' Problems in EFL Classroom
Not everything goes well when teaching English. English teachers face
numerous problems while attempting to teach English in a classroom setting.
Madalinska and Bavli (2018) pointed out the three most significant challenges in
teaching and learning English in the classroom: students' lack of attitude and
motivation to learn, time, materials, and resources, and classroom dynamics. Also,
English teachers' proficiency sometimes becomes one of the problems hindering
teaching and learning.
2.1.3. Students' Lack of Attitude and Motivation to Learn
Attitude has recently received much attention from first and second-
language researchers. Most studies have concluded that student attitude is an
essential component of learning and should thus become a necessary component
of second or foreign-language learning pedagogy. There are several reasons why
research on students' attitudes toward language learning is essential. First,
attitudes toward learning are thought to influence behaviors such as book
selection and reading, as cited inIwaniec (2014).
Second, attitudes are linked to success or achievement (Gardner,1985).
Gardner (1985) supports the proposition that attitudes influence achievement
rather than achievement influencing attitudes. This is because one's attitude
affects one's behavior, inner mood, and, thus, learning. As a result, there is a
connection between language.
8
learning and the environment in which the student grows up. Both negative and
positive attitudes significantly impact the success of language learning.
Van Nguyen (2021), discusses two types of attitudes toward language
learning: "integrative" and "instrumental." An integrative attitude is a desire to
learn about and get to know language speakers. An instrumental one is a desire to
improve oneself materially through language. Van Nguyen (2021) provides an
example of a Canadian's positive attitude toward French that will lead to high
integrative motivation to learn English.
Motivation is related to an attitude in the language learning-teaching
process. In that attitude is a complex one that influences motivation and successful
language learning in the school situation depending on both motivation and the
range of opportunities for its use outside the classroom (Gardner,1985).
Motivation is derived from their attitude (Renata & Fitria, 2018). When learners
have little intrinsic interest in language learning or are not volunteers, the teacher
must stimulate and sustain motivation Gardner (1985).
Numerous people are fascinated by strategies to improve their English, but
many are hesitant about where to begin. Most English classes pay little attention
to students' deliberate efforts to learn a second language (Akbari, 2015). Many
students are unaware of, disregard, or pay insufficient attention to how to handle
it, even after years of study. Only a select few students have employed a set of
strategies for learning a foreign language and, as a result, have been successful in
learning the languages (Akbari, 2015).
9
Teachers should be concerned with assisting students in discovering
efficient methods for learning English as a foreign language and achieving
autonomy in their education (Akbari, 2015).
Akbari (2015) also highlighted that not every student is motivated or
seeking to learn English for the same reasons. Some of them only see English as a
course to pass, failing to recognize its value as a tool for communication that
enables them to keep up with advances in science and technology. Most students
view learning English as a chore they must complete despite not wanting it. They
do not find learning English to be enjoyable. These students do not care much
about participating in class; instead, they want to pass and go on.
In addition, as a continuation of Akbari's (2015) study said that other
students enroll in the session to acquire specific strategies for acing the university
entrance exam, and as a result, they focus on sections of the book. The students
give menial attention to speaking, listening, and writing skills because they
believe that only a solid command of vocabulary, a few grammatical concepts,
and reading comprehension are necessary to succeed in this type of exam.
Furthermore, students' perceptions of learning English as a topic that
consists of a list of words, a set of grammatical rules that must be memorized, and
different skills that must be acquired rather than a collection of integrated skills
and subskills provide another difficulty (Oxford, 2001). Clemet and Noels (1985)
states that the problem is with the educational system since teachers should teach
10
students how to use the language they are learning, not only how to "prepare"
them for exams.
As a result, students work hard to achieve the required grade and lack
internal motivation to study English for other subjects, progressing to higher
stages with inconsistent or insufficient English proficiency.
2.1.4. Classroom Management
One of the most crucial pedagogical skills is classroom management,
which is defined as the actions teachers take "to establish and sustain an orderly
environment so students can engage in meaningful academic learning and to
enhance students' social and moral growth "(Evertsone & Weinstein, 2006, p. 4).
Moreover, classroom management has consistently been listed as one of the most
challenging tasks for new teachers (Headden, 2014; Langdon, 1999; Langdon &
Vesper, 2000).
Bad classroom management can happen because teachers lack the
necessary skills to cope with students or impose their authority constructively
(Ingersoll & Smith,2003). Beginning teachers find it difficult to successfully
execute these practices in their classrooms, even when they know the tactics that
should be implemented (Range et al., 2012; Sokal et al., 2003; Heines,2012).
In their study, Evertson and Weinstein (2006) states that classroom
management is the measure teachers use to establish a supportive atmosphere for
students' academic and social-emotional growth. They describe five different
types of acts that teacher have to do in order to achieve high levels of classroom
management. Those are build caring, supportive connections among students,
11
encourage students' participation in academic assignments which can be
accomplished through the use of group management approaches, encourage
students' social skills and self-regulation development. Last but not least, Evertson
and Weinstein (2006) believe that teachers should be able to employ appropriate
interventions to assist kids with behavioral problems.
According to (Kane & Wooten, 2011) classroom management refers to
actions taken to create and maintain a learning environment conducive to
successful instruction (arranging the physical environment, establishing rules and
procedures, maintaining students' attention to lesson and engagement in
activities). Both concepts highlighted the necessity of the teacher's efforts to
enhance students learning.
However, effective classroom management enables instructors to
concentrate more on academic material than addressing disruptive behavior,
promoting students' academic performance and socio-emotional development
(Kane et al., 2011; Pianta et al., 2008; Stronge et al., 2012). Additionally,
classroom management ability is linked to teacher outcomes like increased use of
and administer instruction to maximize students' access to learning.
Efficient planning for classroom management can result in success and
growth in the long run, including favorable student outcomes like improved
academic, behavioral, and socio-emotional outcomes (Gageet al., 2018), which
emphasizes the importance of being adequately prepared.
12
2.1.5. The Lack of Media in Teaching English
The teacher's stock of resources is the educational factor of learner
motivation to learn and teach English as a foreign language. Resources are not an
afterthought but rather an essential component of the learning situation, and thus
limited resources impede language achievement Kabir (2014). The presence or
absence of resources such as textbooks, workbooks, writing paper, pens/pencils,
chalk, blackboard, wall pictures, tapes, tape recorders, television, radio, reading
material, and a library all have an impact on learner attitudes and the learning
environment (Harmer, 1998).
Materials should consider learners' affective motivation and positive
feelings toward the target language. Teachers and learning materials should
improve the learning situation Zakarneh and Mahmoud (2020). Along with
recognizing the importance of affective factors and using authentic texts in
learning, Harmer (2007) argues that there is a growing recognition that task
simplicity to maintain or increase learners' motivation does not imply sacrificing
authenticity. An effective strategy must be considered using materials that tap into
or stimulate learners' interests to increase motivation and a positive attitude
toward English language learning.
Learners practice activities that naturally elicit their curiosity and desire
for understanding by embedding their interest and willingness in materials
(Iwaniec, 2014).
13
Motivated learners work cooperatively and are more psychologically open
to learning, which may improve information processing, according to Iwaniec
(2014). Developing materials in a second or foreign language in response to
learners' needs may arouse learners' intrinsic interest in communicative ability and
their desire for success.
The educational landscape, particularly the learning medium, must be
modified for the digital age (Engle, 2011). There are current issues when the
teacher presents the course materials to the students. They are sometimes
overloaded and do not take the course materials seriously.
One is that the teacher does not fully prepare the learning medium
possible (Engle, 2011). Teachers should make media lessons engaging and
relevant to the courses. Students will be more motivated to study and serious
about acquiring topic content depending on the instructional materials the
instructor has prepared and created (Engle,2011).
In educating students, it is necessary to adjust the course content according
to their developmental stage (Harmer, 1998). The teaching and learning process
will be effective and successful if the instructor can provide appropriate materials
for the students' subject matter and grade level.
Every person goes through a complicated learning process during their
lifetime. People and their environment interact, which leads to the learning
process (Harmer, 1998).
14
As a result, Engle (2011) states that learning may occur anywhere and at
any time. One indication that someone has learned something is a change in
conduct, which an improvement in knowledge, ability, or attitude may bring on.
The environment includes the participants in the learning process (students,
instructors, librarians, principals, and lesson materials) and various learning tools
and infrastructure (overhead projectors, radio, television, computers, and
libraries).
If the teaching and learning processes in the classroom do not include the
use of learning media, the teachers are no longer held accountable (Harmer,1998).
Because of this, the instructor must develop engaging and cutting-edge learning
materials that may be utilized to convey the subject's ideas to the learners
(Harmer,1998).
Harmer (2007) also states that the correct educational tools may promote
student-teacher engagement and prevent learners from leaving a course early out
of boredom. In addition, because the learning materials may enhance student
quality, learners are delighted with them.
Using the right learning resources during the teaching and learning process
will result in satisfying results, including a change in how students behave
(Harmer,2007).
15
2.1.6. Teachers’ Low Proficiency in Teaching
Scholars have proposed several constructions of competence or
proficiency (Nayernia & Babayan, 2019). Therefore, Collinson and Cook (2001),
as a formal linguist, conceptualizes competence as a structure governed by the
rules of language and calls it grammatical competence or linguistic competence.
From a sociolinguistic point of view, Collinson and Cook (2001) focuses on
communication competence, which consists of knowledge and the ability to use
language in a socially appropriate manner in a particular context.
In addition, Clemet and Noels (1994) conceptualize it as a
multidimensional construction encompassing organizational, grammatical, text,
practical, functional, and sociolinguistic knowledge. However, some academics
have argued that it is difficult and expensive to define and measure the open
concept of language proficiency and, thus, the language proficiency of teachers
(Clemet and Noels,1994).
Teachers' target language competence is an essential part of teachers'
language competence and an important factor in student learning (Johnson &
Golombek,2018). Johnson and Golombek (2018) argues that language skills
significantly influence teachers' ability to teach second languages.
Furthermore, EFL teachers should have an advanced level of target
language knowledge because they are considered the primary input source and
essential to effective language teaching (Johnson & Golombek,2018).
On the other hand, teachers with lower competencies may find it difficult
to correct mistakes made by language learners. I n qualitative study conducted in
Vietnam in 2017, Herman and Krejin investigated whether EFL teachers' target
16
language abilities and abilities to use them could create learning opportunities for
learners.
Accordingly, they concluded that English teachers should have an
advanced level of general English and classroom competence for effective
learning and teaching (Karademir & Gorgoz,2019).
According to Herman and Krejin (2017), the inability of teachers to meet
challenges that arise in the context of teaching due to lack of training, poor teacher
language ability, and teachers hired to teach English are just a few of the issues
listed as consequences of insufficient preparation for teaching. Teachers that are
not qualified can become one potential challenge in the classroom (Copland &
Burns, 2014).
Related to that, Herman and Krejin (2017) states that teachers' low
proficiency levels or lack of confidence in their abilities can make them less
prepared. Less control can make the way they explain the material to the student
unclear, tedious and challenging to understand by students.
Nevertheless, teachers' preparation can affect class performance (Herman
& Krejin, 2017). Herman and Krejin (2017) argue that applying the proper
teaching methods and techniques helps teachers transfer the four language skills
and maintains students' motivation and enthusiasm in learning and practicing
English.
17
2.2. Relevant Study
Several recent results about issues encountered by English teachers have
emerged. Copland performed his research by interviewing five English instructors
from five different countries: Colombia, Italy, South Korea, Tanzania, and the
United Arab Emirates (UAE), to learn about the challenges that occur in their
English teaching sessions.
The research is aimed primarily at young learners. According to the
conclusions of this study, the five teachers confront seven issues, including
teaching speaking, motivation, distinguishing learning, large classes, discipline,
writing, and grammar.
However, various studies have been developed at the high school level. In
Iran, Akbari (2015) researched the difficulties students and teachers encounter
when learning English as a foreign language at the junior and senior high school
levels. This study examines six English teachers from two distinct groups, namely
high school, and middle school, in each of their English teaching classes.
However, this study aims to examine the current challenges in English
teaching in Iran and the initiatives that can be taken to ease these problems
significantly. The study's findings revealed that teachers encountered seven
challenges: issues with students, problems with teachers, problems with
textbooks, problems with teaching techniques, problems with language
assessment and evaluation, problems with curriculum, and political issues.
However, Akbari (2015) discovered that one of the significant challenges
of language acquisition in Iran is that most of our children cannot fluently express
themselves in a foreign language after seven years of studying English in junior
18
and high school. Another study on the most common challenges that teachers
experience in English classrooms is conducted (Michalak & Bavli, 2018) by
investigating 24 English teachers in Poland.
The teachers teach English as a foreign language at upper secondary
schools in Poland and Turkey (12 English language teachers in Poland and 12
English language teachers in Turkey). This research aims to identify teachers'
fundamental issues in schools, classrooms, and the educational system. According
to the conclusions of this study, there are three key challenges that teachers face:
students' willingness to learn, emotional inhibitions, teaching huge classes, and
differentiation.
Teachers face two significant problems at the school level: in-service
professional development and learning and more hours of English. Meanwhile,
teachers face three major issues at the education system level: pre-service
education, the attractiveness of the profession, and career-path incentives.In the
Indonesian setting, researchers also researched teachers' difficulties in teaching.
For his research, Lestari (2021) examined two English teachers at a high school in
Palembang.
The study focused on obstacles in teaching English and ways to deal with
them. The study's findings revealed that three problems contributed to instructors'
difficulty teaching English: limited teaching methods, overcrowded classrooms,
and insufficient facilities and resources. This study has the same purpose and type
of research as the previous studies, which investigates the problems teachers
experience when teaching English.
19
The novelty and difference of this study from all previous studies are that
it presents the issues teachers face in English classes based on the results of
observations of current education students in their pre-service period. Pre-service
teachers are still preparing to become teachers, it would be better if they became
research participants to start looking at problems in the field in terms of teaching.
They could begin to prepare and develop themselves.
Furthermore, this study describes all the issues teachers encountered in
two learning settings, specifically senior and junior high school.
20
CHAPTER III
METHODOLOGY
This chapter presents the study's research design, setting and context,
study participants, the instrument of the study, data collection, and data analysis.
3.1. Research Design
This present study adopts a qualitative design study (Miles, Huberman, &
Saldana, 2013) to capture all the students' observations about the issue
comprehensively. Using Miles, Huberman, & Saldana, (2013) case study
approach, the researcher intends to provide in-depth information on the teachers'
problems in English classrooms hindering the teaching process.
3.2. Setting and Context
This research was in a research 1 class, the English education department
at one of the universities in Southeast Sulawesi. In this context study, research is
one of the compulsory subjects’ students must take before completing their
studies. In this case, students learn research routes to prepare them before writing
papers for university final exams.
In this course, they are also taught about focus group discussion (FGD),
where one of their discussion topics is related to the teachers' problems in English
classrooms hindering the teaching process that the pre- service teachers had found
during their observation in field PLP1.
21
3.3. Participants of the Study
The researcher employed purposive sampling to identify teachers'
problems that pursued specific requirements (Gass & Mackey, 2007). 'Purposive
sampling focuses on relatively small samples, even single examples, chosen to
allow investigation and understanding of a phenomenon (Gass & Mackey, 2007).
This type of sampling proved crucial in gathering rich data. As a result of this
sample, the researcher could capture various in-depth issues critical to the
investigation (Gass & Mackey, 2007).
The participants of this study are EFL students from classes A & B in the
fifth semester. Therefore, the inquirer chooses the participants based on the data
criteria the researcher is looking for, such as; having completed their PLP 1
program, having completed the TEFL 1 course, and understanding the difference
between the teachers' and students' problems in English classroom then presenting
clear answers about the problem.
Initially, the researcher wanted to conduct research in all FGD groups
with 44 students, but there were some problems while collecting the data. After
collecting all the data and the researcher does the data analysis, not all data from
the participant can answer the researcher's question directly. Also, several
participants were very hard to reach. Therefore, the researcher reduced the number
of participants to just 13 from each group.
All students in this research are pseudonyms and addressed as P1 RJ, P2
AH, P3 US, P4 HR, P5 RC, P6 ZA, P7 HI, P8 HA, P9 JN, P10 WR, P11 MA, P12
AA, P13 AN.
22
The following is a presentation of participant demographic data by giving
the abbreviation 'P' (Participant).
Table 3.1 Demographic Profile Participants
No Participants' Names Gender Age Semester School of PLP1
1. P1 Male 20 5 Senior High School

2. P2 Male 19 5 Senior High School
3. P3 Female 20 5 Senior High School
4. P4 Female 20 5 Junior High School
7. P7 Female 21 5 Senior high school
11. P11 Male 20 5 Junior High School
12. P12 Male 21 5 Junior High School
3.4. Instrument of the Study
This study used Focus Group Discussion (FGD) to get more information
about the results of their observations about what teachers face that hinders the
learning process in the English classroom. FGD benefits researchers because
when someone is interviewed by people at the same academic level as them and
working together, the results are more likely to be detailed (Gass & Mackey,
2007). Meanwhile, when people from different academic levels are
23
interviewed individually, the information obtained tends to be limited because
they may be hesitant to provide more detailed information (Engle, 1999). FGDs
were held online via Zoom.
The researcher would examine them one by one using the results of their
interviews, which are collected in the form of reflection, to determine the extent of
their understanding of the issues raised.
Table 3.2 FGD Reflections Guidelines
No Reflective Question
1. What are teachers' problems in the English classroom that might hinder learning?
Furthermore, to complete the FGD (Focus Group Discussion) data that did
not fulfill the data criteria required by researchers or had not been explored in
considerable detail (Engle,1999). In line with this, Engle (1999) state that
researchers can conduct interviews to understand the subject's point of view,
express their experiences, and live their lives. The concept of questions in the
interview refers to Conditional Context Question (CCS) from Sun, Cohen, and
Salakhutdinov (2022).
Table 3.3 Interviews' Guidelines
No FGD Questions
1. What kind of teacher's problem might hinder the learning process? Make it more
specific to the teacher's situation.
2. How do the teachers you observe in class react when students are not motivated to
learn, so they talk a lot or are bored easily in the category?
3. In what terms do you say that teachers cannot control their classrooms?
4. Is there any effort from the teacher you observed to make a learning media in their
classroom?
24
No FGD Questions
5. Have you ever asked for a teachers' lesson plan sheet that you observed and saw how
it was implemented in the classroom? Does the teacher run the class according to the
lesson plan that has been prepared?
6. Are there any new variations in teaching English from the teachers you observed?
7. In the class, you observe how the teacher organizes seating arrangements in their
class. For example, they use U letter seating arrangement or use pair work.
3.5. Data Collection
In line with the interview, the concept of the question used refers to
Wengraf (2001) by using semi-structured interview question for the interview.
The data collection procedure sequence starts with by giving a questionnaire
containing their background through a Google form to use as demographic data.
Next, asked the participants questions in the form of reflection, which were
answered through group discussions on Zoom. After obtaining a reflection on the
results of the participant discussion, the next step this research examines them one
by one and then determines which answers are still lacking and require data
probing. Departing from the data that needs to be explored more deeply, the last
step was formulates several questions that are then asked of the participants.
3.6. Data Analysis
A qualitative content analysis method is used to analyze the data. The
essential components of qualitative data analysis are coding, categorizing, and
forming themes (Miles, Huberman, & Saldana, 2013). The researcher divided the
stages into; 1. Collect data from reflections and interviews related to the problems.
25
teachers face that hinder learning in English classes; (2). simplify existing data by
giving color codes; (3). Probing data by commenting on some answers that are
considered incomplete; (4). create a separate file on Google drive containing data
about problems teachers face that hinder the learning process in English classes;
(5). Complete all data still in Indonesian into English by translating them one by
one; (6.). Perform data encoding; (7). Categorize data; (8). Give a theme to the
data.
Table 3.4 Theories Analysis of Closure Activity Strategies
Author(S) Year Type Of Teachers’ Description

Problem
Akbari 2015 students lack of based on akbari (2015) study, there are several
attitude and problems related to students lack attitude and
motivation to learn motivation to learn, three of them are:
A. some of them only see english as a course to pass,
failing to recognize its value as a tool for
communication that enables them to keep up with
advances in science and technology.
B. they do not find learning english to be enjoyable.
C. these students do not care much about participating in
class; instead, they want to pass and go on.
Ingersoll and 2006 classroom teachers lack the necessary skills to cope with
Smith, management students or impose their authority constructively.
26
author(s) year type of description
teachers’
problem
Harmer 1998 the lack of the presence or absence of resources such as

media in textbooks, workbooks, writing paper, pens/pencils,
learning chalk, blackboard, wall pictures, tapes, tape recorders,
television, radio, reading material, and a library that
all have an impact on learner attitudes and the learning
environment.
Emer 2012 teachrers low the inability of teachers to meet challenges that arise
proficiency in in the context of teaching due to lack of training, poor
teaching teacher language ability, and teachers hired to teach
English are just a few of the issues listed as
consequences of insufficient preparation for teaching.
Therefore, the researcher used the thematic analysis method discussed in a
study (Braun & Clarke, 2006) and then color-coding (Gass & Mackey, 2007).
Specifically, the researcher provided ten questions consistingof1 question on the
FGD (Focus Group Discussion) data reflection and nine questions on the CCS
(Conditional Context Question) on data interviews. The researcher chose two
questions as the mandatory questions that the participants must answer and the
other eight as supporting questions to support participants' answers.
Moreover, the theory about students' attitude and motivation in learning
support by Akbari (2015); classroom management by Ingersoll and Smith (2006);
the lack of media in teaching English by Hermer (1998); and teachers' low
proficiency in teaching by Emer (2012) were used in analyzing the data. The
27
Data was coded using six colors. Red represents students' attitudes and motivation
to learn; yellow represents classroom management; green represents the lack of
media in teaching English, and blue represents teachers' low proficiency in
teaching.
28
Table 3.5 Example Procedure Data Analyses Conducted by Thematic
What problems might the English The next open Selectivecoding

Name teachers face in their classrooms that First, open coding coding Theme
hinder the English teaching process?
From several classes that I observed, eee.. From me, it's from several classes that I observed, I. It's easy for
for the problems the teacher faced, maybe eee..for the problems the teacher is facing, maybe students to feel
from... what... maybe from the students' from..what..maybefromThe motivation of bored in class I. Student's I. Student's
motivation to learn English, it seemed like it thestudents to learn English seems to be because they lack attitude and attitude and
P1
was lacking because, like what was said lackingbecause like what was said earlier it's the motivation to motivation to motivation to
earlier. In class, it's like getting bored, so in like..it'slike..in class, it looks bored, so in the end, learn. learn learn
the end, the enthusiasm for learning is theenthusiasm for learning is lacking..that's it.
lacking..that's it.
For me, maybe the teacher's issue is because For me, maybe the teacher's issue is because of the I. Overcrowded
of the students… most of the students in the students… most of the students in the class classrooms prevent
class were talking to their friends, so the weretalking to their friends, so the teacher could teachers from
teacher is.. cannot stay focused on teaching, notstay focused on teaching, so she had to... she had staying focused on I. Classroom II. Classroom
so she has to… she has to reprimand her to rebuke her students who speak, so the explaining the management management
P2
students who spoke, so here… the learning learningprocess was not effective. I think that's material because
process was not effective. I think that's from fromme. students keep
me. talking to each
other.
The teacher's problem is not much different The teacher's problem is not much different fromthat I. Teachers are I. The lack of III.The lack of
P3 from that of the students. They are also of the students. They also were limited withmedia dealing with the media in teaching media in
limited with the mediabecause because even though SMAN 1 Kendari is a lack of media in teaching
even though SMAN 1 Kendari is a favorite high school but like I said. The LCD school. In this
28
favorite high school, the LCD projector on projector is lacking. One of the barriers eee for case, the LCD English English
the ISS is not that good. So like, one of the teachers and students is a media or LCD projector. isnot enough
barriers eee for teachers and students is a foreach
media or LCDprojector. Englishteacher.
29
For me..ee..for students at SMPN 15 For me..ee..for students at SMPN 15 Kendari..ee..the
Kendari..ee..the problem is the teacher's problem is the teacher's barriers or obstacles in
barriers or obstacles in teaching in that class teaching in that class because thereare too many
because there are too many students, so it students, so it isn't easy to controleach student. I. Overcrowded
isn't easy to control each student. What's What's more, students are different, their classrooms make
more, students are different... their understanding is further, and the way of knowing to teachers get hard to
understanding is further, and the way of learn is also other. Still, because it'sdifficult to control the class, so
knowing to learn is also other. Still, because control, the class doesn't runconductively or is the class is not
it's difficult to control, the class doesn't run ineffective. And the media too.They are learning practical anymore I. Classroom II. Classroom
conducive or is ineffective. Ee..and that media-only textbooks. While the book also what they management management
too..in my opinion, the media too. know is related to conversations, while they are also
Um...learning media only bored about the conversation..ee...and me..for other II. The lack of
P4 covers...ee...covers books. While the book media, it's not..maybe it needs to be media use in the
also...ee...what they know is related to given..um..pro. .yaainfocus, maybe. So that they also classroom makes I. The lack of III. The lack of
conversations, they are also bored about the enjoy..ee..enjoy learning or using videos students feel bored media in teaching media in
conversation..ee...and me..for other media, for..ee. .study. But, for that school, they focus only learning English. English teaching English
it's not..maybe it needs to be on notebooks... books or printed books. So, it's pretty
given..um..pro. .yaainfocus, maybe. So that dull for students and hampers the teaching-learning
they also enjoy..ee..enjoy learning or using process in class for teachers..that's all fromme.
videos for..ee. .study. But, for that school,
they focus only on notebooks... books or
printed books. So, it's pretty dull for students
and hampers the teaching- learning process
in class for teachers..that's all fromme.
30
The problem is when the teacher only pays The problem is when the teacher only focuses onthe I. Teachers lose
attention to the students who are more active students who are more active in the class. their role as
in the class. For example, the right one.. the Forexample, the right one.. the right side of the student advisors
right side of the class, was active, and the class,was active, and the left one, didn't, was because it only
left one, didn't, was not interested in the notinterested in the course. The teacher only focuses on some
course. The teacher only focuses on the right focuseson the right one, so it loses the role of the students.
one, so it loses the role of the teacher. He teacher. He should have encouraged more students
should have encouraged more students who who were still lacking, those who were already able
were still lacking, those who were already to stay guided, but those who were unable to do so I. Teachers' low ITeachers'
P6 able to stay guided, but those who were needed more attention. And for me, theteacher…the proficiency in lowproficiency
unable to do so needed more attention. And pronunciation isn't apparent, so itdoesn't help the teaching inteaching
for me, the teacher…the pronunciation isn't students either
apparent, so it doesn't help the students II. Teachers'
either. pronunciation is
unclear, making it
hard for students to
understand the
material.
31
CHAPTER IV
FINDINGS AND DISCUSSION
In this chapter, the researcher provides the findings and discussion of this
study. This part mainly discusses the study's findings related to the experiences of
thirteen EFL Pre-service teachers during their field teaching practice I (PLP I)
when they observed problems that hindered the teaching process in English
classrooms.
4.1 Findings
This section presents the interpretation of all gathered data from the
students that are from FGD and interview transcripts. It aims to reveal the
students' experiences during their field teaching practice I (PLP I) when they
observed problems that hindered the teaching process in the English classroom.
The display data had been through data condensation to strengthen and intelligible
the data. Furthermore, the data were analyzed qualitatively in thematic analysis
using descriptive coding (Saldana, 2016) and then color-coding (Bianco,
Schettini, & Gasparini, 2014).
This statement could be proven through various primary themes
identification emerged to reveal the research findings based on the results of data
analysis from participant reflections on FGD and interview transcript, namely: (1)
31
Students lack the motivation to learn, (2). Classroom management, (3). The lack
of media in teaching English, (4). Teachers’ proficiency.
Teachers low Students

proficiency in attitude and
teaching motivation to
32% learn.
21%
The lack of
media in Classroom
teaching management
English 21% 26%
Figure 4.1 Teachers' problem diagram
The figure 4.1 presents that teachers with low skill are at the top of the
observed data from EFL Pre-service teacher students in the form of FGD
transcripts and interviews. As much as 32% of participants' responses indicate that
teachers with poor teaching abilities are the primary source of classroom
disruptions. The lack of media in teaching English and students lack motivation to
learn have the same percentage 21 % in the diagram and classroom management
get 26 % percentage as the problem that teachers face in teaching English.
32
4.1.1. Students' Lack of Attitude and Motivation to Learn
Students' lack of attitudes and motivation to learn in this context is
intended as how students behave in class, particularly during English lessons. The
problem shown here is students do not have or lack the attitude and motivation to
learn. When students lack the motivation to learn, they tend to lose focus in class
and become noisy because they are engrossed in talking with their friends, so the
teacher is forced to explain the same material repeatedly, which causes the course
to walk in a place where there is no development at all. As Participant P3US
revealed in the interview
"...Sometimes there are still some students who miss the teacher's
explanation by telling many stories with their friends, so the teacher
has to explain the material repeatedly, which is quite a hindrance to a
teaching process..."(Interview_P3).
In addition, the lack of motivation to learn from students makes them not
have the same enthusiasm when entering the English class compared to other
courses. This problem usually happens when students are not interested in the
class they enter. In this case, in the English class, students tend to daydream
during the class and do not catch anything from the teacher's explanations or
quickly feel bored. As participant P1 RJ revealed in FGD reflection:
"...Students easy to feel bored in class because of the lack of

motivation to learn..." (FGD_P1)
In line with that, P1 RJ also added in his follow-up interview:
"...Students who lack motivation in learning are more likely to fall
33
asleep in class, chat a lot and play cell phones..." (Interview_P1).
In addition, the loss of motivation to learn English makes students unable
to focus on learning and only listen to the teacher. However, their attention is
focused on other things that are more interesting to them. Sometimes the low
motivation to learn causes students to choose to find new problems in class, such
as disturbing their peers to pay no attention to learning. When the teacher asked
again about their understanding of the material, they did not understand anything.
As Participant P10 WR revealed in the interview:
"...There are students who listen, but their attention is elsewhere; for
example, suppose there is an object they are holding, they still listen
to the teacher's explanation, but they do not pay attention and do not
catch anything from the explanation. Then some students Keep
bothering their friends if later they are asked if they do not
understand; for example, the teacher asks, "Do you understand"?
"Not yet," Is the answer…." (Interview_P10)
Students lacking the motivation to learn are likely to cause problems in the
classroom, such as not focusing or not paying attention properly to the teacher's
explanation during the learning process. In line with that, P11 MA also found the
same thing from his observations. P11 MA revealed in the interview that:
"...Most of the students are less focused on learning, so sometimes the

class is noisy, and the teacher finds it difficult to deal with the
problem..."(FGD_P11).
Participant P11 MA also added several reasons behind the student's
divided focus and what happens in class when students lose their focus in the
course. He revealed that:
34
"...The student's focus is sometimes divided by several factors, such as
the hot weather factor and maybe the students who have finished
exercising and immediately go in to listen to the material. The student
is disturbed..."(FGD_P11).
4.1.2. Classroom management
Classroom management in this context refers to the way teachers organize
their classes, especially in courses with many students exceeding the average
number of students should be in the class, so this sometimes affects how they
control student learning in their class.
Classes that are not too large and have to accommodate too many students
exceeding the normal number of students who should be in the class tend to be
disorganized and noisy. All of that can significantly disrupt the teaching and
learning process. As stated by P2 AH in the FGD reflection
"… The teacher's issue is because of the students. Most of the students
in the class were talking to their friends, so the teacher could not stay
focused on teaching. She had to rebuke her students who speak, so the
learning process was not effective…."(FGD_P2)
In the points above, it is known that a noisy class because of students
talking to each other makes it difficult for the teacher to focus on explaining the
material in the classroom. Because the teacher's attention can focus on the
material and the state of the class, it contributes to how the teacher explains the
material.
35
Another problem was revealed by the other participants regarding the
classroom management at the school where they carried out field teaching practice
1 (PLP 1). Territorial control in the classroom becomes another problem teachers
face while teaching English. The number of students who exceed the number of
normal students that should be in one class can make the teacher feel exhausted in
managing the class, as the results of the reflection of the P4 HR in the FGD
reflection:
"...There are too many students in the class, so it is hard to control

each one. Because of the difficulty of controlling it, in the end, the
class does not run conductively or is ineffective..." (FGD_P4)
From the expression above, it is known that classroom size that does not
balance with the number of students in it can make it difficult for the teacher to
control the class, so the class does not run conductively. P4 HR also added in an
interview that several parts of learning English, such as conversations where
students have to talk to each other and practice it in front of the class, a teacher it
tough to control students to pay attention to their friends who are speaking in front
of the class. She revealed that:
"...The number of students in the class is around 22 or around 20, so it

is difficult for the teacher to control each student, especially in
conversational learning, which requires students to pay attention to
their friends practicing in front of the class. Still, the students are even
engrossed in playing in class..." (Interview_P4).
36
Meanwhile, another problem related to classroom management which
hindered the teacher in the teaching process, was also discussed by another
participant related to the task distribution part when teaching. P7HI revealed in
the interview that:
"...The problem that the teacher faced when dividing the groups. In
one room, there were more than 30 students, and when dividing the
groups, it was not easy and even took a few minutes, so the learning
process was less efficient. Also, the seating arrangement is still not
good because it uses the traditional arrangement. The teacher used to
use pairs and small groups, it only took a few minutes, so it reduced
the learning process time and resulted in delays in the teaching
process…."(Interview_P7).
From the point above, another problem that quite hinders the English
classroom teaching process is when the time comes for group divisions. The
number of students that exceeds the limit confuses teachers when dividing groups,
which is quite time-consuming and leaves teaching and learning time drained.
Furthermore, the teacher's poor classroom management skills impact how
students learn. The researcher found this related to the first problem mentioned
earlier: students' lack of attitude and motivation to learn. Messy classroom
management makes students no longer interested in learning and switch to talking
about other things, making the class atmosphere noisy. As participant P10 WR
mentioned in FGD reflection:
"...When the teacher explained the material, only a few students paid
attention and always answered questions. In the very back row,
37
many children like to make noise, so if the problem is the teacher's
difficulty managing the class situation to keep it conducive…."
(FGD_P10).
At this point, when the teacher cannot manage the state of the class, some
students, especially those in the back row, will talk more and create a commotion.
This distracts their friends and can affect the teacher's focus in explaining material
in class. This is also in line with what P13 AN felt in the class he observed; P13
AN revealed in an interview that:
"... one I notice is that the teachers find it difficult to manage their
classroom properly because sometimes students always make their
colony in the back row, and the teachers do not respond. It seems like
the teacher did not see anything…."(Interview_P13).
From the statement above, it can be understood that the most significant
obstacle teachers face in teaching is lousy classroom management. When a
teacher's classroom management is terrible, students lose attention to learning in
class and have associations. This problem often happens to students in the last row
who rarely get the teacher's attention.
4.1.3 The Lack of Media in Teaching English
The lack of media in teaching English in this context is a lack of media
that can support teachers in presenting learning material. The lack of facilities that
can help teachers present material makes the class situation monotonous and
makes students uninterested in learning in class. Three leading media, such as
books, markers, and blackboards, are generally used in schools for learning.
Meanwhile, in some schools, books that are one of the traditional media are still
38
lacking, so teachers have to rewrite the material in the reader through the
blackboard. Also, the short book gives students reasons not to do assignments, as
stated by P8 HA in her observations at school. P8 HA said in FGD reflection that:
"...The problem with the facilities, especially the books at my PLP

place, is that they lack books, so the teacher has to give directions and
also write them on the blackboard... so they know what assignments
they will give and most of the students do not pay much attention...
and also have problems this facility makes them have the excuse to do
not have books, so they do not do the assignments..."(FGD_P8).
In addition, P8 HA added that the lack of media in English classes made
teachers must extend their explanation of material, and that drained learning time,
as P8 HA said in his interview:
"...And the second problem is still about the media, namely the lack of
additional facilities such as in focus so that students have to describe
something more deeply and take much more time than when using
media. In addition, teachers also do not take the initiative to create
media that can support learning in their class..." (Interview_P8).
In line with that, the absence of other media available at school besides
printed books makes students easily bored while studying, and this is again related
to students' lack of motivation to learn, which is one of the reasons students
quickly feel bored to learn in class because there are no media available. As
participants, P5 RC and P4 HR stated in their FGD reflection:
"...The learning media available in schools are only textbooks,

blackboards, and markers, while there are no infrastructure tools
teachers can use to teach students, such as LCDs. So, students might
also feel bored if they only use textbooks. The teacher also does not
have the initiative to provide different media to engage further
learning in his class..."(FGD_P5).
39
"...The learning media only includes books. Meanwhile, one part of
the textbooks is related to conversation practices, and they must also
be bored with the part of the conversation without any supporting
media. Maybe it needs to be given some infocus or use videos to learn.
However, in the school I observed, they only focus on textbooks. So, it
is quite boring for students and hampers the teaching-learning
process in class for teachers. In addition, there is no effort from the
teacher to make media that can support learning in the
class..."(FGD_P4).
Apart from that, the problem of lack of media can be overcome if the
teacher wants to take one step forward by making media to support learning in the
classroom because even though the media available in schools is very limited and
still bare, the teacher can try other media for teaching because they are a teacher
who must have creativity in teaching. As Participant P7 HI stated:
"...The facilities there (the school) are available starting from the
LCD and audio only because the teacher does not have creativity, so,
he does not take advantage of the facilities available in the class..."
(Interview_P7).
However, during the participant observation period, the teachers did not
have the initiative to create media to support their teaching. All participants
agreed that there was no significant effort from the teachers they observed to
make learning media that supported learning in their classes.
40
4.1.4. Teachers with low proficiency in Teaching
Teachers' low proficiency in teaching in this context is a lack of teachers'
ability to lead their classroom, the way they prepare themselves before teaching,
and how they arrange material while explaining so that students can understand it
clearly and can help students acquire something after entering class. When
teaching, the interaction of the teacher and students will determine how the class
will run and how the teacher will explain the material later.
Some teachers in several schools still lack interaction with their students
and only interact with a few who are active in the class, causing a gap between
students and teachers. Also, the feeling of being differentiated by students creates
a relationship between teacher and student that becomes awkward, and class
communication is not going well. As participant P6 ZA mentioned in FGD
reflection:
"...When the teacher only focuses on the students who are more active
in the class. For instance, the right one on the right side of the class
was active, and the left one was not interested. The teacher’s only
focus on the right one, so it loses the role of the teacher..." (FGD_P6).
As the quote above, it is known that the teacher only pays attention to a
few students during learning, especially those who are active in class. In contrast,
children less involved in class become increasingly lazy to participate in learning.
Unaffected, the teacher's role as guardian, director, and mentor is lost so that
students grow and develop according to their interests, potential, and talents.
41
P9 JH stated the same thing in his reflection FGD:
"...Teachers are still lacking in approaching students to help them

interested in learning English also the teaching method that English
teacher use is still messy so that many activities are missed in class
such as reflection at the end of the class..." (FGD_P9).
As mentioned above, the teacher's lack of approach to students makes
students no longer interested in learning English. This is, of course, related to
students' lack of motivation to know, which is also one of the problems that hinder
the teaching process in English. In addition, teachers who are less proficient in
teaching cannot choose and use appropriate teaching methods, so some parts of
learning are missed.
The teacher's proficiency in teaching certainly significantly influences how
the class runs. When the teacher is not proficient in choosing methods and media
so that the way they communicate with their students can cause the class to get
more chaotic, learning becomes out of the teacher's control even though the
teacher has prepared a lesson plan. As Participant P13 AN stated in the interview:
"...Probably because the teacher lacks proficiency in handling

irregular classes due to the lack of preparation and ability to manage
the learning flow even though there is a lesson plan, so the class is
always in a hurry..."(Interview_P13).
42
As mentioned above, when the class gets chaotic, the teacher will be
confused even though the teacher has prepared a lesson plan. The lesson plan is
here to help the teacher lead the class, but if the teacher is not proficient enough in
teaching, then the lesson plan will not really help the teacher and can even become
like a time bomb that makes the teacher always rush while teaching.
However, the lack of teacher skills is not without cause. When teachers
cannot build closeness with their students and establish good communication, the
reason is not far from the teacher who sometimes skips class, where the more
teachers rarely come to class, they will not know their students well and know
what potential they can. Developed these students because every child comes to
class with their potential, as told by Participant P2 AH in the interview:
"...Teachers rarely come into the classroom. So, student learning

materials are also hampered. For example, during PLP, we entered
one of the X classes and said it was their first meeting in English
subject…." (Interview_P2).
From the data above, the presence of teachers is infrequent in English
classes, even being their first meeting in class for English subjects.
The infrequency of teachers entering class is not without reason,
sometimes some teachers do not join class due to sudden matters, personal
interests, or
meetings between teachers, which are mandatory to attend, but all of that is not a
significant obstacle when the teacher can manage his time management so that he
can keep in. touch with his students, as told by participant P12 AA in the
interview that:
43
"...Because the teacher had several activities to be followed, he
stopped the class and only gave assignments and activities to do that
way. The inability to time manages teachers themselves with their
teaching and the other activities they should do outside the classroom
hinders the teaching process…."(Interview_P12).
When teachers cannot handle classroom conditions to be more conducive,
this is not far from how they carry out lesson plans and prepare themselves before
teaching time arrives. Sometimes the teacher has prepared a lesson plan, but he
does not carry out what they have prepared due to the teacher's lack of preparation
regarding the material and how he will run the class. Sometimes, they even skip
class. As mentioned by Participant P13 AA in the FGD reflection:
"...When the teacher makes a lesson plan, he sometimes does not run
it and diverts the class as if he has just given an assignment that keeps
collecting..."(FGD_P13).
Meanwhile, mastering an English teacher's English language skills, which
is always a benchmark for an English teacher's teaching skills, remains in line
with how the teacher prepares himself before teaching. As told by participant P9
JH in the interview:
"...The understanding of English students is still lacking even when the

teacher mixes their explanation with Bahasa, and several students
still.cannot catch everything because of the common preparation of
the teacher in understanding the material they want to serve in the
classroom so they cannot explain it as clear as possible..." (FGD_P9).
As mentioned above, the lack of preparation before teaching by an English
44
teacher impact how his teaching skills are assessed and his students. in learning
because he is still lacking here and there. Participant P6 ZA felt this too in the
interview:
"...in my case, the teacher's pronunciation is not very clear, so it does
not help the students either." (FGD_P6).
4. 2. Discussion
This section presented a discussion related to the teachers' Problems in the
English classroom, finding hindering the teaching process based on EFL pre-
service teachers' experiences during PLP 1. Among them are (a) students' attitude
and motivation to learn, (b) classroom management, (c) the lack of media in
teaching English, and (d) teachers who have low Proficiency in teaching. These
problems are related, which will be discussed in more depth in this part.
The results of this study found that four problems could hinder the
teaching process in the English classroom. The first problem was the student's
attitude and motivation to learn. The finding shows that students' lack of
motivation to learn is one of the problems the teacher faces, hindering the
teaching process. Some of the attitudes and students' motivation to learn include
loss of focus while studying, which is caused by various things such as weather,
class conditions, class atmosphere, and loss of interest in learning English again.
45
As a result, the lack of motivation to learn from students can hinder
teaching in the classroom. It starts with students falling asleep quickly in class, so
they do not get anything after class. Lack of motivation to learn also makes
students not interested in class and look for other activities that attract their
attention more during class, such as rioting in the back row by telling stories to
friends or disturbing friends who can start to focus on learning.
This can make the class noisy and less conducive, hindering the teacher's
teaching process. This is in line with the research by Nguyen and Habok (2021)
that when students start to lose their motivation to learn, the class comes into
trouble because they would be caused so much noise and chaos, and of course,
teachers are no longer to overcome it.
The worst part about this lack of student motivation to learn is that it
makes the teacher loses their focus in explaining the material and must explain the
material repeatedly because students find it challenging to grasp the material, so it
seems that the class is running in place without any significant progress.
This problem is in line with the findings of the previous study by Akbari
(2015), who researched current challenges in teaching/learning English for EFL
learners and found that one of the challenges faced by teachers when teaching
English in class was the lack of student motivation in learning so that it can cause
some chaos that harms the learning and teaching process.
Furthermore, the lack of motivation to learn from students is a problem
that hinders the teaching process. This study also found that classroom
management is another problem that could delay the teaching process, especially
46
in English classrooms. When classroom management of a class is messy, several
problems can arise.
A classroom atmosphere that is not conducive to the teacher cannot focus
on their teaching, and students would lose interest in learning. Supported by
findings from Rahimi and Asadollahia's study (2012), lousy classroom
management makes the class atmosphere unsuitable for both parties, teachers, and
students.
In addition, the results of this study show the indications found in schools
by participants regarding this classroom management. Start with a classroom size
that does not balance with the number of students in it, where the teacher must
teach in a class where the number of students exceeds the reasonable limit for a
class to contain students. Classroom size makes the teacher difficulty managing
their classes to keep them running conductively.
This is supported by research findings from Evertson and Weinstein
(2006) that a classroom size and the number of students in it affects the course of
the class when the teacher is teaching because the teacher will be disoriented
when they must focus on two different things at the same time namely students
and the material to be explained.
After the classroom size, the following indication arises disorganized
class. Several participants expressed in this study that they said the problems
faced by teachers during teaching and that hindered the teaching process were
cluttered and noisy classes. When the teacher explains the material in front of the
class, some children start glancing at each other and admonishing or even moving
47
their seats
48
to be closer to their friends. Not infrequently, they even form their colonies during
class time. Especially the children who are in the back seat.
The indication also showed in the research conducted by Headden (2014)
that when class becomes irregular, the student will start messing up with their
seating position, become engrossed with each other, not show attention to the
explanation, and break one another's concentration.
These indications are undoubtedly alarming and can be a problem for the
teacher in the teaching process. A lousy class can change the atmosphere of the
course so that the teacher and students cannot focus on what they are each doing.
In this case, the teacher cannot focus on the explained material, and students will
quickly feel bored and uncomfortable during class hours.
Supported by the findings from Range, Sokal, and Heines's research
(2012) regarding classroom management, a lousy class can negatively impact
classroom learning, creating an uncomfortable atmosphere for students and
teachers to be disoriented in managing the course of learning in their class.
Meanwhile, disorganized, and noisy classes can disrupt the course of the
class where the teacher cannot focus on the material being explained, so students
cannot bring anything back from class. In addition, a noisy class can also result in
the learning objectives having the most significant possibility of not being
achieved because the teacher is no longer focused on learning and the material
because they are distracted by taking care of students who are noisy and
disorganized.
49
In line with the findings from research conducted by Kane and Wooten
(2011) that an irregular class can make learning objectives unattainable.
The following problem that this study finds is a problem that teachers face
that hinders the teaching process. There is a lack of media in teaching. As we
know, the media is an essential part of teaching, which can help teachers support
their explanations in class, but when the support is not there, the teacher will be
distressed.
This is in line with the results of research conducted by Kabir (2014) that
the media is one of the essential parts of learning that can support teachers in their
teaching.
Some school media, such as whiteboards, textbooks, and markers, are not
strong enough to help teachers explain the material. The presence of the media is
not only limited to assisting the teacher in presenting the material but also to
engaging the class and attracting students' attention to learning.
This is, of course, related to the first Problem from the findings of this
study, namely the lack of motivation to learn from students because learning that
takes place without media seems monotonous and gets boring quickly. According
to Gatie (2020) research, the loss of teaching media in the classroom is an external
factor in students' boredom with learning.
In several schools where the participants in this study made observations,
the lack of media was the most prominent and quickly noticed by some
participants. Textbooks are media that are generally found in schools in some
schools. In the school where participants of this study make observations are not
even enough, so students must take turns when learning to use the book.
50
Another consequence of the lack of books as media that are generally
found in school is that teachers have to extend their explanation of material
because it is not only the material that must be explained but also explains the
location of the exercises that students must do after class or during class later, this
in addition to making it difficult teachers can also take up much time in teaching
just because of media problems and the time the teacher must spend on extending
the explanation of the material.
The effect of the lack of books as a primary medium in learning is
continuous, with research from Zakarneh and Mahmoud (2020) stating that the
lack of books as learning media in a school can affect teachers' teaching hours.
They must detail the explanations in the book one by one to students rather than
asking them to listen while looking at the book.
Furthermore, the problems arising from the lack of media do not only stop
at the limited number of books. In some schools, textbooks are sufficient for
students. Still, other supporting media, such as LCD projectors, are not enough,
and this potentially can be a barrier for teachers because students will quickly get
bored with teaching that is almost the same every day without anything new for
them to see and just fixated on books.
Various problems regarding the lack of media in the classroom are in line
with findings from research conducted by Harmer (2007) that the lack of learning
media in the classroom can cause several cases, such as classes that become
unproductive, affect student learning motivation, and can affect student learning
outcomes.
51
The last problem related to the teachers' problem hindering the teaching
process was the teachers themselves, as they had low proficiency in teaching.
Sometimes teachers only interact with some students who are classified as active
and ignore some of the others, even though when teachers can interact and build
exemplary communication with their students, unconsciously, the teacher has
been able to attract students' attention to study in class and can build productive
class atmosphere.
This aligns with the research results from Carmel and Badash (2021),
which suggests that good communication between teachers and students can help
support students to be more enthusiastic during learning and create productive
classrooms.
The other indication of teachers with low proficiency in teaching is that
they cannot choose and use suitable learning methods in conducting their classes
and lack creativity in developing media that can be used for teaching. When the
teacher cannot pick and use an appropriate learning method, indirectly, the teacher
has messed up in their class because it is very likely that when the teacher teaches
with an inappropriate approach, some parts of the class activities will be skipped
or not even carried out at all.
Even worst without the creativity of making the media that can help them
to support their teaching in the classroom. This is continuous with the finding of
Hermans and Krejin's (2017) research that professional teachers should know
what kind of teaching media, methods, and how to engage with their class. If not,
they already messed up with the class.
52
The last indication of a teacher's lack of proficiency in teaching is the
teacher's time management. When a teacher's time management is messy, they
cannot manage the class even or adequately skip it. This can undoubtedly harm
students. Besides, teachers cannot get to know their students better because face-
to-face meetings rarely occur.
In addition, the teacher's bad time management makes them fail to prepare
themselves before entering class to teach. As a result, sometimes the teacher
cannot explain the material clearly and is easy for students to grasp, so sometimes
they are considered unprofessional because they do not master English well or the
material he conveyed.
The indications above regarding teachers' low proficiency in teaching are
supported by the results of research conducted by Nayernia and Babayan (2019)
that the lack of proficiency of a teacher can be indicated by several things,
including a lack of good communication with students in class, unable to select
methods which are suitable for teaching, limited creativity, and bad time
management from an educator.
53
CHAPTER V
CONCLUSION
As final, this chapter presented the point of the research. It discussed some
items, mainly the study's conclusion, limitations, and pedagogical implications.
5.1 Conclusion
This present study investigates the problems that hinder teachers from
teaching English in English classes from the point of view of pre-service teachers
from their observations at schools in the field teaching practice program 1. This
study reports that four problems hinder teachers during teaching: students' lack of
motivation to learn, classroom management, the lack of teaching media, and
teachers' low proficiency in teaching.
This study found that several factors can cause students to lack motivation
to study in class, such as the weather, the atmosphere created in the classroom,
and a loss of interest in learning English, which can be a barrier for teachers in the
classroom. As a result, when students no longer have the motivation to study, the
class becomes not conducive because students will mess around with lots of
conversations with their themes, not paying attention to the teacher falling asleep
and other activities. Hence, the teacher must explain the material he is repeatedly
carrying, which is, of course, a very obstructive—teaching process in class.
Furthermore, it was found that another problem that hindered the course of
teaching in class was class management which was still not good. Overcrowded
54
classes cause this because the number of students exceeds the limit, making the
class atmosphere noisy and challenging to manage. A noisy class can disrupt
student and teacher focus during teaching.
When the teacher is teaching, he must focus not only his attention on the
material he is explaining but also on his students so that the material he explains
can be conveyed clearly to his students, besides that the class is disorganized can
also make the teacher confused during teaching so that this indeed becomes a
barrier to teaching in class.
This study also revealed two other problems that hinder teachers during
teaching: the lack of media that can support teachers during teaching and the
teacher's lack of Proficiency. The media can help the teacher convey the material
in class, but the teacher will face difficulties when that support is absent. In
contrast, teaching, such as the difficulty attracting students' attention during class
and extending the explanation period during class, can be a barrier for the teacher.
Besides, teachers with insufficient teaching proficiency will find it
challenging to handle the class. Several factors have been found to cause teachers
to sometimes lack Proficiency in teaching, including the lack of teacher-student
interaction, the lack of teacher preparation before entering class, and the teacher's
poor time management. This has an impact on teachers who do not have much
knowledge about their students.
Hence, they cannot build good communication with their students, know
the class atmosphere and how to set it up, and master material that is not qualified
during the explanation, so it cannot help students during learning. Of course, some
of these things can hinder the teaching process in the classroom.
55
5.2 Limitation
There were research limitations that needed to be acknowledged. This
limitation was in the form of deficiencies or weaknesses in this study. Through a
lengthy process, some of these limitations can be reviewed from several aspects.
In this study, researchers only found four themes, which means researchers did
not get sufficient in-depth information about the problems faced by teachers
during teaching, which hindered the teaching process during class.
Furthermore, the data collection process only goes through two
instruments: FGD reflection in the form of transcripts. These transcripts were
produced from the results of Pre-service teacher-student discussions through
Zoom. Interviews as a follow-up effort to verify data. It cannot be a guarantee
regarding the data taken because sometimes the participants' answers do not settle
with the data from the FGD.
In addition, the use of Zoom as a place to conduct interviews as well as
FGD (Focus Group Discussion) discussions is a limitation of this research
because sometimes network disturbances from participants when giving their
statements and researchers while searching and exploring data can influence the
quality of the data obtained. This network problem can be quite a serious problem
for researchers, it is likely that some of the answers from participants will not be
recorded clearly so that some data can be said to be flawed and not qualified.
In addition, from more than 40 data regarding teacher problems in
teaching, the researcher only took 13 data that were relevant to the purpose of
writing this study because some participants still did not understand the problems
56
that were a barrier for teachers in teaching in the classroom, this means that the
data the researchers explored still not too broad in scope so that it can only
produce four themes.
This research needs to investigate further to find other problems that might
hinder teachers during their classroom teaching. Besides that, the data collection
instrument might be expanded again with the number of participants.
5.3 Pedagogical implication
The findings of this study have implications for the teaching and learning
process of English as a foreign language in schools. Pedagogically, the teacher or
lecturer, especially the teacher, can use reading and seeing the problems in this
study as a reference for them studying their class. In addition, the problems found
from research can make teachers begin to reflect on how their class has been
running so far, whether it has been conducive and productive without problems or
if there are still some things that need fixing.
Apart from that, the teacher can also start organizing and designing
teaching methods and how to apply them in class. The three external problems
encountered from the results of this study that can hinder the teaching process can
be taken by the teacher as a reference for finding solutions if one or two of these
problems occur in their class.
Then from that, two problems that impede the teaching process in the
classroom from the findings of this study require joint efforts with the school to
solve them, namely the handling of messy classroom management caused by
overflowing students in class and exceeding the standard content limit in a class
57
and the lack of media -Basic media to support teachers in teaching such as
textbooks and LCD projectors. This finding can appeal to the school to take part
in dealing with the problem.
Other officials in the school must participate in solving this problem and
cannot be fully assigned to the teachers who teach. Regarding the limitations of
basic media in teaching such as books and LCD projectors, it can be a shared
responsibility with the school, in this case the school. Apart from that, LCD
projectors, of course, are very crucial because they can help teachers as an
alternative media for teachers.
Furthermore, most of the results of reflection and interviews with
participants regarding their observations show that teachers with deficiencies in
proficiency are the main problem that hinders the teaching process. Teachers with
less proficiency can cause breakdowns in class communication, find it challenging
to manage the class so that it is sometimes not conducive, have poor time
management, also do not have sufficient preparation before entering class. Hence,
they are unable to help their students in learning.
Through the results of this study teachers can begin to reflect on whether
they have built good communication with students at school or not, because with
good communication between students and students it will be a little helper for the
teacher in managing and maintaining the conduciveness of the class. Because
good communication with students can create a feeling of mutual understanding
between students and teachers so that teachers do not have to expend excess
energy in managing the flow of learning in the classroom.
58
Through the results of the elaboration of the findings in this study it can
also be seen that teachers with poor teaching proficiencies can also sometimes
find it very difficult to manage classes that are not conducive, this problem comes
from the teacher's poor class organizing abilities, from several aspects described
regarding how the class is not conducive, the teacher can start to be classified as
conducive or not and can start concocting and reflecting on the right solution for
this non-conducive class problem.
Meanwhile, the dominant data from this study indicate that teachers with a
low level of proficiency in teaching are a source of problems that can become a
barrier for teachers in teaching. Through the results of this study teachers can
begin to reflect on whether they have good time management, because in some
cases this research shows that sometimes teachers do not have good time
management so that some classes neglect their study schedules and rarely even
attend due to the teacher's agenda colliding with the schedule. teach him.
In fact, as a teacher, you must always think about and consider the
teaching and learning process in the classroom because through it the teacher can
directly monitor the progress of their students in learning. Improper time
management is also closely related to the teacher's lack of preparation before
entering teaching which is also one of the problems found from the results of this
study.
Teachers with insufficient preparation before teaching can bring less than
excellent performance such as the teacher's lack of mastery of the material to be
delivered so that his performance in teaching is not good and students cannot
grasp any of the material he explains. Through the results of this research, of
59
course the teacher can use it to reflect on whether they have one or two of these
indications to fix the mistake as soon as possible.
5.4 Recommendation for Further Studies
The findings of this study indicate that four main problems become
obstacles for teachers in teaching in class: students' lack of motivation to learn,
class management, the lack of media in teaching, and teachers' low Proficiency in
teaching. However, the results did not explore the existing data because the
researchers only took some data from the FGD transcripts and participant
interviews.
The instruments used are still limited and prone to errors during the data
collection period. The data obtained is still not diverse enough because the data
taken is data from observations of pre-service teacher students during the field
teaching practice period. Besides, some participants still do not understand the
teacher's problem, so the researcher suggests further research.
Again, the problems that hinder teaching in this class with a more varied
instrument and a more in- depth research period after finding some understanding
of the teacher's problems through this research.
In addition, the research time is not too long, so the results of the data
obtained are not too extensive. The data obtained was not too extensive because
some participants did not understand the concept of this study. The researcher
suggests that future researchers who wish to conduct research with the same focus
should estimate a sufficiently long research time so that they have sufficient time
to explain further about the research objectives and the problems raised in the
60
research are clear so that when collecting data, the data obtained can include many
variables related to the research problem being carried out and is not limited.
Other than that, the researcher recommends further research to explore
more about one of the dominant data being the answers from research participants
regarding the problems faced by teachers in English classes, namely the lack of
teacher proficiency in teaching. This can be an interesting research topic to
explore for researchers who want to research with the same research theme as this
research.
61
REFERENCES
Akbari, Z. (2015). Current challenges in teaching/learning English for EFL

learners: The case of junior high school and high school. Behavioral
Sciences,199 (3),394-401.
Allen, J.F. (1986). Classroom management: students’ perspectives, goals, and
strategies. American Educational Research Journal, 23 (3), 437-459.
https://doi.org/10.3102/00028312023003437
Bagheri, & Anshari, D.N. (2012). Effect of CALL-based and non-CALL based
methods of teaching on L2 vocabulary learning. Journal of Language
Teaching and Research, 3(4), 235-300. https://doi.org/10.4304/jltr.3.4.744-
752
Ben-Peretz, M., and Flores, M. A. (2018). “Tensions and paradoxes in teaching:
Implications for teacher education”. European Journal of Teacher Education
41(2): 202–213, DOI: 10.1080/ 02619768.2018.1431216
Brouwers, A., & Tomic,W. (2000). A longitudinal study of teacher burnout and
perceived self-efficacy in classroom management. Teaching and Teacher
Education, 16, (2), 239-253. https://doi.org/10.1016/s0742-051x(99)00057-8
Carmel, R, & Badash. M (2021). Who is the effective teacher? Perception of early
career English teachers in Israel. Language Learning Journal 49 (5), 614-
629. https://doi.org/10.1080/09571736.2019.1656767.
Collinson, V., & Cook, T. F. (2001). “I don’t have enough time” teachers’
interpretations of time as a key to learning and school change. Journal of
Educational Administration, 39 (3), 266-281.
Copland, F., & Burns, A (2014). Challenges in teaching English to young learners
: Global perspectives and local realities. Tesol Quarterly, 489(4), 738- 762.
https://doi.org/10.1002/tesq.148
Clément, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, self-confidence, and
group- cohesion in the foreign language classroom. 448. Language Learning,
44(3), 417. https://doi.org/10.1111/j.1467-1770.1994.tb01113.x
Darling-Hammond, L. (2017). “Teacher Education around the World: What Can
We Learn from International Practice?” European Journal of Teacher
Education 40 (3): 291– 309. doi: 10.1080/ 02619768.2017.1315399.
Derakhshan, A., Khalili, A., & Beheshti, F. (2016). Developing EFL learner’s
speaking ability, accuracy and fluency. English Language and Literature
Studies, 6(2),177-178
Emmer, E.T. (2012). Handbook of classroom management: Research, practice,

and contemporary issues.22 (1), 20-22.
62
Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of
educational psychology, with implications for teacher education. Educational
Psychologist, 36(2), 103-112. https://doi.org/10.1207/s15326985ep36025
Evertson, C. M. & Poole, I. R., (2013). High school classroom management.

International Guide to Student Achievement, 35(02)188-191.
Evertson, C.M., & Weinstein, C. S. (2006). Handbook of Classroom
Management. In Routledge eBook.
Er, S. (2015). “Foreign Language Learning Anxiety of Turkish Children at
Different Ages.” International Online Journal of Education and Teaching 2
(2): 68–78.
Emmer, E. T., Evertson, C. M., & Anderson, L. (1980). Effective classroom

management at the beginning of the school year. Elementary School Journal,
80(5), 219-231. https://doi.org/10.1086/461192
Findley, B., & Varble, D. (2011). Creating a conducive classroom environment:

Classroom management is the key. College Teaching Methods & Styles
Journal, 2(1), 49-52.
Gaikhorst, L., Beishuizen, J., Roosenboom, B., and Volman, M. (2017). “The
challenges of beginning teachers in urban primary schools.” European
Journal of Teacher Education 40 (1): 46–61. Doi:
10.1080/02619768.2016.1251900
Gass, S. M., & Mackey, A. (2007). Data elicitation for second and foreign
language research. In Routledge Ebooks.40 (1), 41-44.
Gage, N. A., Scott, T., Hirn, R., & Macsuga-Gage, A. S. (2018). The relationship
between teachers’ implementation of classroom management practices and
student behavior in elementary school. Behavioral Disorders, 43(2), 302–
315.
Green, E. (2014). Building a better teacher: How teaching works (and how to
teach it to everyone). WW Norton & Company.
Gardner, R. C. (1985). Social psychology and second language learning: The role
of attitudes and motivation. Journal of Human Resources.6(8), 25-27
https://ci.nii.ac.jp/ncid/BA00118070
Getie, A. (2020). Factors affecting the aattitudes of students towards learning

English as a language. Cogent Education 7(1), 60-64.
Geeraerts, and Heikkinen, H.L.T. (2018). Inter-generational learning of teachers:

What and how do teachers learn from older and younger students? European
Journal of Teacher Education 41 (4): 479–495.DOI:
10.1080/02619768.2018.1448781.
Genc, Z. S., and Aydin, F. (2017). “An analysis of learners’ motivation and
attitudes toward learning English language at tertiary level in Turkish EFL
context.” English Language Teaching 10 (4): 35–44. doi:
63
10.5539/elt.v10n4p35.
Gudmundsdottir, G. B., and Hatlevik, O. E. (2018). “Newly qualified teachers’

professional digital competence: implications for teacher education.”
European Journal of Teacher Education 41 (2): 214–231. doi:
10.1080/02619768.2017.1416085
Gu, Q., & Day, C. (2017). Teachers resilience: A necessary condition for
effectiveness. Teaching and Teacher Education, 23 (8),
1302-1316.https//doi.org/10.1016/i..tate.2006.06.006
Harmer, J.A. (2007). How to teach English (second edition). ELT Journal, 62(3),
313-316. https://doi.org./10.1093/elt/ccn029
Harmer, J. (2001). The practice of English language teaching. London/New York,
401-405.
Harmer , J. (1998). How to teach English: An introduction to the practice of

English language teaching. In Longman e-Books.
Hermans, F., Sloep, P., & Krejins, K. (2017). Teacher professional development
in the context of teaching English pronunciation. International Journal of
Educational Technology in Higher Education, 14(1).
https://doi.org/10.1186/s41239--71-00599
Hanushek, E.A. (1997). Assessing the effects of school resources on students
preformance: An update. Educational Evaluation and Policy Analysis,
19(2),141- 164. https://doi.org/10.19030/ctms.v2i1.5252
Headden, S. (2014). Beginners in the classroom: What the changing
demographics of teaching mean for schools, students, and society. Carnegie
Foundation for the Advancement of Teaching.
http://files.eric.ed.gov/fulltext/ED556480.pdf
Ingersoll, R.M., & Smith, T.M. (2003). The wrong solution to the teacher
shortage. Educational Leadership 60 (8), 30-33.
https://doi=10.1.1.182.106&rep=rep1&typ e=pdf
Iwaniec, J. (2014). “Motivation of pupils from Southern Poland to learn English.

Teaching and Teacher Education 4 (6), 67-78. doi:
10.1016/j.system.2014.05.003.
Johnson, K.C., & Golombek, P.R. (2018). Making L2 teacher education matter
through Vygotskian-inspired pedagogy and research. In Routledge e-Books
(pp.443-456).
Kane, T. J., Taylor, E. S., Tyler, J. H., & Wooten, A. L. (2011). Identifying
effective classroom practices using student achievement data. Journal of
Human Resources, 46(3), 587–613.
Karademir Ç., & Gorgoz, S. (2019). English teachers’ problems encountered in
64
teaching four basic language skills. International Education Studies,
12(4),118-127. https://doi.org/10.5539/ies. v12n4p118
Kabir, U.S. (2014). Challenges of speaking English in Bangladeshi classroom.

International Educations Studiess 22 (4), 113.
Korpershoek, H., & Doolaard, S. (2014). Effective classroom management

strategies and classroom management programs for educational practice : A
meta-analysis of the effects of classroom management strategies and
classroom management programs on students’ academic behavioral,
emotional, and motivational outcomes. Groningen: GION II (2), 1113-115.
Kwok, A. (2021). Managing classroom management preparation in teacher

education. Teachers and Teaching, 27(1-4), 206-222.
Lestari, M. (2021). English teachers’ challenges in teaching English: A case study

at SMA Karya Ibu Palembang. English Education: Jurnal Tadris Bahasa
Inggris, 14(1),62- 89. https://doi.org/10.24042/ee-jtbi.v14i1.7668
Madalinska-Michalak,J., & Bavli,B. (2016). Challenges in teaching English as a

foreign language at school in Poland and Turkey. European Journal of
Teacher Education, 41(5), 688-706.
Mashhadlou, H., & Izadpanah, S. (2021). Assessing Iranian EFL teachers’
educational performance based on gender and years of teaching experience.
Language Testing in Asia, 11(1), 62-68. https://doi.org/10.1186/s40468-021-
00140-7
Miles, M. B., Huberman, A. M. & Saldana (2013). Qualitative Data
Analysis.Sage Publication
Nayernia, A., & Babayan,Z.. (2019). EFL teacher burnout and self-assessed
language language proficiency: Exploring possible relationship. Language
Testing in Asia, 9(1) 66-90. https://doi.org/10.1186/s40468-019-0079-6
Oktay, A. 2015. “Foreign language teaching: A problem in Turkish education.”
Procedia- Social and Behavioral Sciences 174: 584–593. doi:
10.1016/j.sbspro.2015.01.587.
Osewska, E. 2012. “The current situation of education and continuing

professional development of re teachers in poland in the context of the social
challenges. The Journal of Theology, Education, Canon Law and Social
Studies Inspired by Pope John Paul II 2 (2): 123–131. doi: 10.15633/pch.908.
Oxford, R..L. (2001). Integrated skills in the ESL/EFL classroom. ESL Magazine,
4(1), 18-20.
Rahimi, M., & Asadollahia,F (2012). EFL teachers’ classroom management
orientation: Investigating the role of individual differences and contextual
variables. Procedia Social and Behavioral Sciences 31 (6), 43-48.
Range.B. G., Duncan, H. E., Scherz, S. D., & Haines, C. A. (2012). School
65
leaders’ perceptions about incompetent teachers implications for supervision
and evaluation. NASSP Buletin 96 (4), 302-322.
Renata, R, Wardiah, D., & Fitria, H. (2018). The influence of headmaster’s
supervision and achievement motivation on effective teachers. Intenational
Journal of Scientific and Technology Research, 7(6), 44-49.
https://www.ijstr.org/final-print/june2018/The- Influence-Of-Headmasters-
Supervision-And-Achievement-Motivation-On- Effective-Teachers.pdf
Saldaña, J. (2015). The Coding Manual for Qualitative Researchers. London: Sage
Publication.
Uztosun, M. S. (2016). “Pre-service and in-service English teachers’ efficacy

beliefs about teaching English at primary schools.” İlköğretim Online 15 (4):
1192– 1205. doi: 10.17051/io.2016.80068
Uztosun, M. S. (2016). “In-service teacher education in Turkey: English language
teachers’ perspectives.” Professional Development in Education 44 (4): 557–
569.
doi: 10.1080/ 19415257.2017.1374989.
Van Nguyen, S., & Habok, A. (2021). Vietnamese non-English-major

students’motivation to learn English: from activity theory perspective.
Heliyon, 7(4), 68-91. https://doi.org/10.10116/j.heliyon.2021.e06819
Widodo, A. A., & Dewi, S.R. (2018). Revealing problems on teaching English for
young learners at Al- Azhar 55 islamic primary school Yogyakarta and how
to solve them. Jurnal Varidika, 30(20), 21-29.
https://doi.org/10.23917/varidika.v30i2.7471
Wiesman, J. (2012). “Student motivation and the alignment of teacher belief”.
Journal of Educational Strategies, Issues and Ideas 85 (3): 102–108, doi:
10.1080/ 00098655.2011.653016
Wengraf, W.A. (2001). Qualitative research interviewing: Biographic narrative

and semi- structured methods. SAGE Publication
Zakarneh, B., al-Ramahi, N., & Mahmoud, M. A. (2020). Challenges of teaching

English language classes of slow and fast learners in the United Arab
Emirates Universities. International Journal Of Higher Education, 9(1), 256-
260. https://doi.org/10.5430/ijhe.v9n1p256
Zeichner, K. (2014). “The struggle for the soul of teaching and teacher education
in the USA.” Journal of Education for Teaching 40 (5): 551–568
66
APPENDICES
67
Appendices 1:FGD (Focus Group Discussion) guidliness
No Question
1. What are teachers' problems in the English classroom that might hinder learning?
Appendices 2: FGD reflections from Participants
1. What are the problems faced by the English teachers in their classrooms that might hinder the English teaching process?
Name Raw data First open coding The next open Selectivecoding Theme
coding
From me, from a number of classes that I From me, it's from several classes that I observed,
observed, eee.. for the problems the eee..for the problems the teacher is facing, maybe
teacher faced, maybe from... what... from..what..maybefromThe motivation of the I. It's easy for
maybe from the students' motivation to students to learn English seems to be lacking students to feel I. Student's I. Student's
P1 RJ learn English, it seemed like it was lacking because like what was said earlier it's like..it's bored in class attitude and attitude and
because like what was said earlier. like..in class it seems bored so in the end the because they lack motivation to learn motivation to
..like..in class it's like getting bored so in enthusiasm for learning is lacking..that's it. motivation to learn. learn
the end the enthusiasm for learning is
lacking..that's it.
For me, maybe the teacher issue is because For me, maybe the teacher issue is because of the I. Overcrowded
of the students… most of the students in students… most of the students in the class,they classroom make
the class, they were talking to their were talking to their friend, so the teacher cannot teachers cannot
P2 AH friends, so the teacher is.. cannot stay stay focused in teaching,so she has to... she had to stay focused I. Classroom II. Classroom
focused in teaching, so she has to… she rebuke her students who speak,so the learning ontheir explanation management management
hastoreprimandherstudentswhospoke, process was not effective.I think that's from me. of the material
so eeee… the learning process was not because students
effective. I think that's from me. keep talking to
each other.
The teacher's problem is not much The teacher's problem is not much different from I. Teachers are
different from that of the students. They that of the students. They also were limited with dealing with the
69
are also limited with the media because even mediabecause even though SMAN 1 Kendari is a lack of media I. The lack of III.The lack of
though SMAN 1 Kendari is a favorite high favorite high school but like I said. The inschool, in media in teaching media in
P3 US
school, like I said, theLCD LCDprojector is lackinglike one of the barriers eee thiscase the LCD is English teaching English
projector on the ISS is not that good. So like for teachers and students is a media or LCD not enough foreach
one of the barriers eee forteachers projector. teacher
and students is a media or LCD projector. who teaches
English.
P6 The problem is when the teacher only has The problem is when the teacher only has their I. Teachers' lose I. Teachers' low IV Teachers'
70
ZA their attention to the students who are attention to the students who are more like active his/her role as a proficiency in low
more like active in the class. For example, in the class. For example, the right one.. the right student advisor teaching proficiency in
the right one.. the right side of the class side of the class was active, and the left one didn't,, because it only teaching
was active, and the left one didn't,, was not was not interested in the class. The teacher's only focuses on some
interested in the class. The teacher's only focus on the right on, so it loses the role of the students.
focus on the right on, so it loses the role of teacher. He should have encouraged more students
the teacher. He should have encouraged who were still lacking, those who were already
more students who were still lacking, able to just stay guided, but those who were unable
those who were already able to just stay to do so needed more attention. And for me, the
guided, but those who were unable to do teacher…the pronunciation isn't very clear, so it
so needed more attention. And for me, the doesn't help the students either
teacher…the pronunciation isn't very
clear, so it doesn't help the students either.
Appendices 3: Interviews’ guidliness
No Questions
1. What kind of teacher'sProblem might hinder the learning process? Make it more
specific to the teacher'sProblem.
2. How do the teachers you observe in class react when students are not motivated to
learn, so they talk a lot or are bored easily in class?
3. In terms of what you say that teachers cannot control their classrooms.
69
4. Is there any effort from the teacher you observed to make a learning media in his/her
classroom?
5. Have you ever asked for a teachers' lesson plan sheet that you observed and saw how it
was implemented in the classroom?Does the teacher run the class according to the
lesson plan that has been prepared?
70
6. Are there any new variations in teaching English from the teachers you observed?
7. In the class, you observe how the teacher organizes seating arrangements in his/her
class. For example, they use U letter seating arrangement or use pair work.
Appendices 4 : Results of interviews from participants
1. What kind of teachers' problem might hinder the learning process? Make it more specific to the teacher'sproblem.
coding
In my opinion, such as the lack of student In my opinion, the lack of student motivation to I. Lack of
motivation to learn in a subject in the learn in a subject in the classroom, of course, if motivation to
classroom, of course, if students lack students lack motivation to learn, students will not learn makes
motivation to learn, students will not be be enthusiastic in the learning process. students have
enthusiastic in the learning process. low enthusiasm I. Students attitude I. Students
P1 RJ to learn and and motivation to attitude and
because of that learn. motivation to
the teaching and learn.
learning process
will not go
smoothly
The teacher rarely enters the classroom. The teacher rarely comes into the classroom. So, I. Teachers who
71
So, student learning materials are student learning materials are also hampered. rarely come toteach I. Teachers low IV. teachers low
P2 AH alsohampered. For example, during PLP, Forexample, during PLP, we entered a class X in classbecome proficiency in proficiency in
weentered a class X and said that it was andsaid that it was their first meeting in aproblem that teaching teaching.
theirfirst meeting in English subject. Englishsubject. hinders the
process of
72
teaching English.
While doing PLP 1 and entering the class While doing PLP 1 and entering the class and making I. Students who I. Students attitude I. Students
and making observations I never saw the observations I never saw the teacher complained or have lack of and motivation to attitude and
teacher complained or the teacher spoke the teacher spoke about their problems that might motivation to learn learn. motivation to
about their problems that might hinder the hinder the teaching process but what I see is that and keep teaching learn.
teaching process but what I sometimes there sometimes there are stillsome students who miss the with their friends
are still some students who miss the teacher's teacher's explanationby telling a lot of stories behind sometimes donot
explanation by telling a lot of stories behind their backs withtheir friends so the teacher has to catch the material
their backs with their friends so the teacher explain thematerial over and over again so that it is tightly so the
P3 US
has to explain the material over and over enough tohinder the teachingprocess. teacher should
again so that it is enough to hinder the repeat their
teachingprocess. explanation again
and again in every
class this one might
hindering the
teaching process
73
In my opinion, for me..ee..for students at In my opinion, for me..ee..for students at SMPN 15 I. Overcrowded
SMPN 15 Kendari..ee..the problem is the Kendari..the problem is the teacher's barriers or classrooms make
teacher's barriers or obstacles in teaching in obstacles in teaching in that class, because thereare teachers' get really
that class, because there are too many too many students in the class, so it's difficultto hard to control the
students in the class, so it's difficult to control each student . What's more, students are class so the class is
control each student . What's more, students different their understanding is different, the way of not really I. Classroom II. Classroom
are different... their understanding is knowing learning is also different, but becauseit's effectiveanymore management management
different, the way of knowing learning is also difficult to control, in the end the class doesn'trun
different, but because it's difficult to control, conducively or is ineffective. And the mediatoo.
P4
in the end the class doesn't run conducively learning media only textbook. While the book II. The lack of I. The lack of III. The lack of
or is ineffective. Ee..and that too..in my alsowhat they learn is related to conversations, while media use in the media in teaching media in
opinion the media too. Um...learning they are also bored about the conversation..ee...and classroom makes English teaching English
media only me..for other media it's not..maybe it needs to be students feel bored
covers...ee...covers books. While the book given..um..pro. .yaainfocus maybe. So that they also learning English.
also...ee...what they learn is related to enjoy..ee..enjoy learning or using videos
conversations, while they are also bored for..ee. .study. but, for that school, they focus only on
about the conversation..ee...and me..for notebooks... books or printed books. So, it's quite
othermediait'snot..maybeitneedstobe boring for studentsand
given..um..pro. .yaainfocus maybe.So hampers the teaching-learning process inclass for
74
that they also enjoy..ee..enjoy learning or teachers..that's all from me..
using videos for..ee. .study. but, for that
school, they focus only on notebooks...
books or printed books. So, it's quite boring
for students and hampers the teaching-
learning process in class for teachers..that's
all from me.
The problem is when the teacher only has The problem is when the teacher only has I. Teachers' lose
their attention to the students who are more theirattention to the students who are more like his/her role as a
like active in the class. For example, the right activein the class. For example, the right one.. the student advisor
one.. the right side of the class was active, rightside of the class was active, and the left one because it only
and the left one didn't,, was not interested in didn't,,was not interested in the class. The teacher's focuses on some
the class. The teacher's only focus on the onlyfocus on the right on, so it loses the role of students.
right on, so it loses the role of the teacher. He theteacher. He should have encouraged more students
should have encouraged more students who who were still lacking, those who were already able
were still lacking, those who were already to just stay guided, but those who were unable to do I V Teachers'
I. Teachers' low
P6 ZA able to just stay guided, but those who were so needed more attention. And for me, theteacher… low proficiency
unable to do so needed more attention. And the pronunciation isn't very clear, so itdoesn't help the proficiency in
in teaching
for me, the teacher…the pronunciation isn't studentseither teaching
very clear, so it doesn't help the II. Teachers'
studentseither. pronunciation is not
really clear so it
makes students
really hard to
understand the
material.
2. How do the teachers you observe in class react when there are students who don't have the motivation to learn so they talk a lot or
get bored easily inclass?
75
coding
P13 And for the second question, yeah, to be And for the second question, yeah, to be honest. I I. Most of the I. Students attitude I. Students
honest. I observed thatmost of the students observed thatmost of the students they didn't really students are not and attitude and
76
AN they didn't really interest with the learning interest with the learning process, you know even really interested motivation to motivation to
process, you know even if it's a short time. if it's a short time. In the class most of them just in the class and learn. learn.
In the class most of them just come to find come to find the answer to the assignment they got get bored really
the answer to the assignment they got from the previous class, even sometimes they don't easily, and the
from the previous class, even sometimes do their assignment and do another assignment way the teacher
they don't do their assignment and do from another subject. But also I think this is responds to it is
another assignment from another subject. because the teachers really rarely come out with just nothing.
But also I think this is because the teachers the motivation to encourage students to learn like Teachers really
really rarely come out with the motivation giving motivational words or making their classes rarely come out
to encourage students to learn like giving more interestingfor example give a warm up or with the
motivational words or making their classes whatever that can make students feel more motivational
more interestingfor example give a warm interested in learning. word or
up or whatever that can make students feel something that
more interested in learning. can encourage
students to learn.
3. In terms of what you say that teachers cannot control theirclassroom?
coding
What I have observed is that the teacher is What I have observed is that the teacher is not I. Teachers still
not really able to engage student attention really able to engage student attention like for cannot organize
like for example, if you say this you have to example, if you say this you have to focus if youask the class and I. Classroom I. Classroom
focus if you ask later it's like an example of later it's like an example of a question thestudents as management management
P10 WR
a question that leads in a thatleadsinadirectionlikeaquestionbutit'smade wellas they still
directionlikeaquestionbutit'smadelike likeagamethestudentsdon'tseeminterested,so cannot control
a game the students don't seem interested, it's like the teacher was not able to control the class the situation in
so it's like the teacher was not able to situation like that. the class so as
77
control the class situation like that. not to feel bored.
4. Is there any effort from the teacher that you observe to make a learning media in his/herclassroom?
78
coding
From what I have observed, teachers use From what I have observed, teachers use textbooks I. The teacher I. The lack of III. The lack
textbooks as media and do not make as media and do not make special media for related only uses media in of media in
special media for related subjects for subjects for example in procedure text part,only textbooks in teaching teaching
example in procedure text part,only explains how to arrange sentences so that they teaching without English English
P8 explains how to arrange sentences so that become coherent, they are not give some example trying to make
they become coherent, they are not give by video or print out text maybe, so that students some teaching
some example by video or print out text can better understand how to write procedure texts. media to support
maybe, so that students canbetter the teaching and
understand how to write procedure texts. learning process.
5. Have you ever asked for a teacher's lesson plan sheet that you observed and saw how it was implemented in the classroom?Does
the teacher run the class according to the lesson plan that has beenprepared?
coding
After doing the observation I think the I've asked for the teacher's lesson plan sheet and I. The lesson I. Teachers' low I V Teachers'
teacher that I observed is not really the implementation was approximately the same, plan that the proficiency in low
implementing the lesson plan in the class, only the teacher explain in more detail because teacher prepared teaching proficiency in
for example the material about greeting many students didn't understand, so he discussed is sufficient in teaching
and introduction, the teacher just tells the previous material again to increase students' classroom but
students to introduce themselves, just that understanding so that students can adjust to the sometimes the
without doing anything like warm up first material in the lesson plan. teacher adds
or something like that. some more
P9 explanation for a
student that is
still really hard
to catch the
material such as
connecting the
79
material with
some lesson
from the
previous
80
meeting.
6. Are they any new variations in teaching English from the teachers you observed?
coding
Based on my observations, the teaching Based on my observations, the teaching process I. Teachers' low I V Teachers'
process carried out by the teacher was carried out by the teacher was more or less the proficiency in low
more or less the same as what I got at high same as what I got at high school. It is still very I. The way of teaching proficiency in
school. It is still very traditional, in fact it traditional, in fact it is almost the same as teaching teaching in class teaching
P3 isalmostthesameasteachingIndonesian Indonesian language subjects and has novariations is still thesame
language subjects and has no variations in in it so that the class seems boring and thestudents as usual orstill
it so that the class seems boring and the also don't really get the impression of learning in the traditional
students also don't really get the English because the class atmosphere is so way.
impression of learning English because the ordinary.
class atmosphere is so ordinary.
7. In the class you observe how the teacher organizes seating arrangements in his/her class? For example they use U letterseating
arrangement or use pairwork.
coding
In my opinion, the seating arrangement is In my opinion, the seating arrangement is still not I. The teacher is I. Classroom II. Classroom
still not good because it still uses the good because it still uses the traditional still not skilled management management
traditional arrangement. Ohh, the teacher arrangement. Ohh, the teacher has used pairs and enough in
81
P7 has used pairs and small group but ittakes small group but it takes a few minutes to make, so arranging the
afewminutestomake,soitreducestime it reduces time of the learning process. seating
of the learning process. arrangement in
the classroom,
as evidenced by
82
a single trial
ofapplying
theseatingarrangem
ent ittakes a
fewminutes
oflearning time
sothat this is
quietehindering
theteachingprocess.
83
Appendix 5. Research Permit
84
Appendix 6.
CURRICULUM VITAE
PERSONAL DATA
1. Name : Siti Hayatun Nufus

2. Place/DateofBirth : Lakomea, 02th June2002
3. Gender : Female
4. Status : Student
5. Religion : Islam
6.PhoneNumber 082260604363
7. Address : Ds. Lakomea, Kec.Rarowatu,
Kab. Bombana, Prov. Sulawesi Tenggara.
8. E-mail :hayatunsiha@gmail.com
PARENTAL DATA
1. Name ofParents
a. NameofFather : Sabri,SE.
b. NameofMother : Masni
2. Name of Sisterandbrother : 1. Muhammad Ibnu Mahfidz
2. Muhammad Qory Ahnaf
EDUCATIONAL BACKGROUND
1. SD : SDN 93BOMBANA
2. SMP : SMPN 06BOMBANA
3. SMA : PONPES UMMUSHABRIKENDARI
4. College : Institut Agama Islam Negeri (IAIN)Kendari
Kendari, 26th December 2022

The Writer
Siti Hayatun Nufus

NIM: 19010106035
85

Fix SIHA - TEACHERS PROBLEM IN ENGLISH CLASSROOM

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Fix SIHA - TEACHERS PROBLEM IN ENGLISH CLASSROOM

Uploaded by

Copyright:

Available Formats

TEACHERS' PROBLEMS IN ENGLISH CLASSROOM HINDERING

TEACHING PROCESS: EFL PRE-SERVICE TEACHERS'

submitted in partial fulfillment of the requirements for the degree of Sarjana

SITI HAYATUN NUFUS

FACULTY OF EDUCATION AND TEACHER TRAINING INSTITUT

TITLE : Teachers’ Problems In English Classroom Hindering Learning

Process: Efl Pre-Service Teachers’ Observational Experiences

NAME : Siti Hayatun Nufus

2022 for research paper examination.

First Supervisor, Second Supervisor,

Kendari, December 28th, 2022

Chair : Dr. Sitti Nurfaidah, S.Pd., M.Ed. (…………………)

Members : Suhartini Syukri, S.Pd.I., S.Pd., M.Pd. (…………………)

: Azwar Abidin, M.Pd. (…………………)

: Ilfan Askul Pehala, S.Pd., M.Hum. (…………………)

Dr. Masdin, M.Pd

Kendari, 28th Desember, 2022 M

Siti. Hayatun Nufus

“Teachers’ Problems in English Classroom Hindering Teaching Process:

Siti Hayatun Nufus

‫ِبْس ِم ِهللا الَّرْح َم اِن الَّرِح ْيم‬

everything given to me in completing my study and this research paper. Peace is

encouragement, contributions, and suggestions.

Therefore, I would like to express my deepest special thanks to everyone who

completing this research paper, especially to my parents. These two beloved

best support system in my life. I dedicate all my achievements in this study to my

3. Sarjaniah Zur, M.Pd., the Head of English Education Department. She is a

in every step of the way.

4. Dr. Sitti Nurfaidah, S.Pd., M.Ed., a lecturer in the English Education

Department and my first thesis supervisor. She is a very considerate and

students to do consultations. However, all lecturers in the English

Education Department were able to break this negative opinion. She

always encouraged me to constantly work on this paper. Thank you very

5. Suhartini Syukri, S.Pd.I., S.Pd., M.Pd., a lecturer in English Education

Department, also my second supervisor. She is one of my role models in

teaching and learning process. Also, as my supervisor, she always by my

6. Prof. Dr. H. Zulkifli Musthan, M.Si, M.Pd., as my academic advisor who

accompanies me at every stage of my journey in college until the end, also

7. Azwar Abidin, M.Pd., a lecturer in the English Education Department and

my first examiner. He is so kind and helped me a lot in preparing this

8. Ilfan Askul Pehala, S.Pd, M.Hum., a lecturer in English Education

Department and my thesis examiner. He is one of the most patient

lecturers in our department. He is very kind, always helps me when I get in

things and blesses you.

M.Pd., and Muhammad Kurniawan Rachman, S.Pd., M.Pd., as my great

and bless you all.

that has been shared.

11. Special thanks to my brother, Muhammad Ibnu Mahfidz Sabri and

can reach whatever your dream is later.

the direction given, especially in completing this paper. Thanks infinitely

for your thoughtfulness. May our relationship always be maintained.

13. Henita Ayuningtyas, Nurhidayah, Nurzayanah, Restian, Shahifah Luthfia

Zahrah, Sri Sulastri, Tessy Tohimah, Yulia Suryandari, and Wulan

to graduate with cumlaude predicate can come true.

15. My extraordinary friends at ENGDEPT 019, I never expected to meet

16. My tremendous family, Class B 2019, who always encourage me at the

end of this study period.

me in the educational process.

should have been. May we all be given health and longevity.

Ultimately, I would like to deliver my massive thanks to all people I cannot

Kendari, 26th December 2022

Siti Hayatun Nufus

Siti Hayatun Nufus SID 19010106035. "Teachers' Problems in English Classroom