The Impact of Microteaching on English Teachers’ Classroom Practice during Teaching Practicum Program (PPL)

This study examines the impact of microteaching on the teaching practices of pre-service teachers during the Teaching Practice Program (PPL). Using a descriptive qualitative design, data were collected through semi-structured interviews with ten English Education students at UIN Ar-Raniry in Banda Aceh who had completed both microteaching and the PPL. The interview data were analyzed using thematic analysis. The findings reveal three main aspects. First, microteaching has a positive impact, including improving lesson planning skills, boosting confidence in teaching, strengthening questioning techniques, and developing an understanding of assessment practices. Second, pre-service teachers face several challenges when applying microteaching in real classrooms, such as the differences between microteaching situations and actual classrooms, low student motivation, a lack of school facilities, classroom management difficulties, language barriers, as well as negative student attitudes and behaviors. Third, to overcome these challenges, pre-service teachers employ various strategies, including adapting lesson plans, acting as firm and assertive teachers, establishing effective communication, and utilizing digital media. These results highlight the importance of adaptability and practical strategies in supporting effective teaching during student teaching placements.