Classroom Management Strategies in Creating a Conducive Classroom: A Case Study of Indonesian EFL Pre-service Teachers

Abstract

Classroom management is one of the important competencies for teachers and pre-service teachers in supporting a conducive classroom for an effective teaching-learning process. In the EFL context, especially in Indonesia, pre-service teachers may face various challenges in managing students’ behaviour and maintaining students’ engagement. Furthermore, this study aims to explore the classroom management strategies used by Indonesian EFL pre-service teachers for creating a conducive classroom and understand how these strategies were implemented during their Teaching Practicum. This study used a qualitative single-case study that conducted at a junior high school located in Jember, Jawa Timur, Indonesia. The participants were 2 EFL pre-service teachers who were selected purposively based on pre-liminary observation. The data were collected through classroom observation, semi-structured interviews with pre-service teachers, and interviews with the students. The data were analyzed using reflexive thematic analysis proposed by Braun & Clarke (2022), while Marzano et al. (2003) were used as a theoretical lens to interpret the findings. The findings identified 6 classroom management strategies: Instructional management strategies, behaviour management strategies, affective support strategies, positive reinforcement strategies, promoting meaningful learning, and student involvement strategies. These strategies were implemented through 13 sub-strategies: establishing classroom routine, attention management strategies, learning progress monitoring, instructional clarity, behaviour correction, behaviour regulation, emotional support, individual support, verbal reinforcement, tangible reinforcement, moral awareness, contextualized strategies, and encouraging students' participation. These findings also show that these strategies were connected to one another based on students’ needs. This study provide empirical insight into how EFL pre-service teachers implemented the classroom management straegies in authentic learning and provides a practical reference for teachers and pre-service teachers education programs.