Student teachers’ challenges, coping strategies, and support needs in developing teaching materials during teaching practicum
DOI:
https://doi.org/10.24036/jelt.v15i1.58Keywords:
Student Teachers, Teaching Materials, Challenges, Coping Strategies, Support Needs, Teaching Practicum (PLK)Abstract
This study aims to investigate student teachers’ challenges, coping strategies, and support needs in developing teaching materials during teaching practicum (Praktek Lapangan Kependidikan/PLK). This research employed a descriptive quantitative design supported by qualitative data. The participants were 33 student teachers from the English Education Program who had completed the PLK program from January to June 2025. Data were collected using a four-point Likert scale questionnaire and semi-structured interviews. Data were analyzed using descriptive statistics and thematic analysis. The findings reveal that student teachers experienced a moderate level of challenges in developing materials (M = 2.67), particularly in procedural aspects such as conducting needs analysis (2.70), selecting and adapting materials (2.76), and evaluating developed materials (2.94). Time constraints also emerged as a significant challenge, with a mean score of 2.86. In contrast, student teachers demonstrated a high level of coping strategies (M = 3.45), including collaborating with mentor teachers (3.58), adapting materials to learners’ needs (3.36), and applying instructional scaffolding as a key strategy. Additionally, utilizing technology tools emerged from the qualitative data as an additional strategy reported by the participant. Furthermore, the findings indicate that student teachers have high support needs (M = 3.28), especially in terms of access to teaching resources (3.42) and guidance from mentor teachers (3.30). However, support from university supervisors in the form of direct feedback and reflective supervision was found to be limited, with the mean score 3.12. Overall, this study highlights that developing teaching materials during teaching practicum is a complex process influenced by the interaction of challenges, strategies, and support needs. The findings suggest the importance of strengthening practical training and support mechanisms in English Education Programs to better prepare student teachers for real classroom contexts.
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