Investigating EFL Classroom Management in Pesantren: A Case Study

Abstract

Classroom management (CM) is one of the most important issues in education and this research was aimed at understanding the classroom management problems and the coping strategies of Indonesian Islamic Boarding schools’ [hereinafter-termed pesantren] with the uniqueness of their system from the perspectives of the English teachers. Specifically, the purpose of this qualitative case study was to explore English as a foreign language (EFL) classroom management (CM) problems and the coping strategies of Indonesian Islamic boarding schools’ teachers. The data were collected through semi-structured interviews, focus group discussions (FGD), and observation with eight English teachers working in the three pesantren. We organized our analysis and discussion around their perspectives and the contexts in which the classroom management problems and the coping strategies they encountered emerged. Seven major themes emerged, which were (1) challenged by students’ participation and motivation, (2) managing students’ behaviors: between punishment and encouragement, (3) dealing with three languages in the classroom, (4) teachers’ performance as a source of challenges in CM, (5) teachers’ discipline: rule breaking due to lower salary, (6) non major English teachers, but forced to teach English, (7) struggling with time management, and (8) struggling to manage large classes.

Gender-based views of FL classroom management among October 6 University pre-service teachers

“…That is, academic systems can be recognized through imposing discipline and good behaviour. Habibi, Mukminin, Najwan, Sofwan, Haswindy, Marzulina, Sirozi, and Harto (2018) qualitatively examined the classroom management problems which encountered Indonesian eight EFL teachers at an Islamic boarding school and how those teachers overcome such problems in that FL context. Data were collected through three instruments, namely semistructured interviews, group discussion and observation.…”

The Implementation of the Cambridge Lower Secondary English Curriculum: Teachers’ Voices at One Private School in Palembang

“…According to Hamilton and Whittier (2013), a case study emerges as a positive proponent capable of deepening comprehension in real-world contexts rather than just presenting contextualized facts. Furthermore, qualitative research with a case study was used to find out the teacher's perceptions (Erlina et al, 2019;Habibi et al, 2018Mukminin et al, Available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 2017) toward the implementation of Cambridge Lower Secondary English curriculum through interviews.…”

Classroom Management In EFL For Young Learners at SDIT Syahiral 'Ilmi : The Strategies And Challenges

“…the following is the participant's response; usually at the first meeting such as making an appointment or agreement with the children to always bring the module book, if 3 times in a row it does not bring it then the child will be reported to the homeroom teacher and will be processed by the homeroom teacher. and if for the habit of students speaking English more to the high class (4,5,6) if to the low class I have not run it. such as preparing classes for grades 4,5,6 they will prepare classes in English and each child will have the opportunity or turn to prepare their classes.…”

“…The scope of the discussion on classroom management for young learners includes the teacher's work in grouping students and seating, arranging class routines, managing activities (Marzulina et al 2021) and time use, setting and sequence of tasks, giving instructions to students, providing feedback and monitoring students (Habibi et al 2018). and student behavior management, on the other hand, includes activities such as preventing, correcting and directing inappropriate student behavior and developing individual learners (Soleimani and Razmjoo 2019).…”