Classroom
management (CM) is one of the core issues in EFL teacher's teaching experience.
It has long been a concern for pre-service and novice teachers when putting
their knowledge and skills into practice. This study aims to seek Indonesian
pre-service English teachers' perceptions toward effective classroom
management, how they implement those perspectives, and clarify the extent to
which their perception is compatible with the implementation of the actual
practices during their internship.
This research was
conducted in the English Education Department of one of the universities in
Central Java, Indonesia. The
researcher applied
a qualitative research method with a narrative inquiry design and focused on
using a biographical approach. The data for this study were collected through
questionnaire, interview, document analysis, and observation then analyzed in 3
stages which included data condensation, data display, and conclusion drawing.
The result
revealed that pre-services English teachers had a positive perception toward
operant conditioning theory and choice theory as strategies to achieve
effective CM practices. They implemented the operant conditioning theory by Providing
reinforcement, giving compliments, praising students. For the choice theory,
they only applied them in accordance with the situation and needs of the students
in their class. Pre-service English teachers'
perceptions are aligned with what they implement during their teaching
practice. However, they have not implemented it optimally because they felt
that theories related to CM were not specifically taught. Therefore, it
is suggested that education programs should place greater emphasis on classroom
management theory and practical strategies in their curricula. The findings of
this research have significant implications for Pre-service English teachers,
especially in determining the most effective strategy to achieve the best
practice of CM during the teaching practicum.
