Abstrak
ABSTRACT SITI AISYAH, Reg. NO. 21 301 040 68, thesis title: “CHALLENGES FACED BY PRE-SERVICE TEACHERS’ IN TEACHING ENGLISH IN THAILAND’S ELEMENTARY SCHOOL”. English Teaching Department, Faculty of Tarbiyah and Teacher Training. State Islamic University (UIN) Mahmud Yunus Batusangkar. This research was motivated by the need to understand the challenges faced by pre-service teachers from UIN Mahmud Yunus Batusangkar in teaching English in an international context, particularly in Thailand’s elementary schools. The purpose of this study is to explore and describe the challenges faced by pre-service teachers in teaching English in Thailand’s elementary schools. This research used qualitative research with a case study design. In 2024, a total of eleven English students from UIN Mahmud Yunus Batusangkar joined the International Pre-Service Teaching Program in Thailand. The researcher distributed an open-ended questionnaire via Google Form to all participants to identify those who met the research criteria. Based on the responses and using purposive sampling, eight pre-service teachers who taught English at the elementary (Prathom) level were selected as informants. The researcher served as the key instrument, supported by interview guide, notebook, stationery, and a smartphone used for recording the interviews. Data were analyzed using Miles and Huberman’s (1984) model, which includes data reduction, data display, drawing and verifying conclusion. Based on the data analysis, the results showed that there were three categories of challenges in teaching English faced by Pre-service Teachers in teaching English in Thailand’s elementary school. 1) challenges related to learners, namely: a. cognitive development difficulties, b. multi-level groups, c. discipline problems, d. low focus, e. lack of motivation, f. speaking problems, and g. writing problems; 2) challenges related to pre-service teachers themselves, namely: a. limited use of technology, b. lack of professional development, c. inadequate use of teaching English to young learners (TEYL) methods, d. difficulty understanding teaching materials, and e. issues of teacher professionalism; and 3) challenges related to the teaching context, namely: a. language differences, b. insufficient facilities, c. curriculum or syllabus issues, d. lack of mentor support, and e. cultural differences.