EXPLORING OPENING CLASS ACTIVITIES OF PRE-SERVICE ENGLISH TEACHERS

This research aimed to explore the opening class activities of pre-service English
teachers during their teaching practicum. A descriptive qualitative method was
employed, utilizing observations, interviews, and documentation as data collection
instruments. The participants consisted of three pre-service English teachers
enrolled in relevant courses and possessing varying levels of teaching experience.
The findings revealed a variety of opening class activities and the reasons behind
the teachers’ choices, based on their individual perspectives. The pre-service
English teachers implemented opening class activities across all three aspects in
each lesson during their teaching practicum. Opening class activities play a crucial
role in shaping students’ readiness and engagement in learning. In this research, the
activities are categorized into three aspects: affective, cognitive, and general
pedagogical. However, not all activities were consistently carried out due to
challenges such as student preparedness, time constraints, and the teachers’
nervousness.
Keywords: Opening Class Activities, Pre-service English Teachers, Teaching
Practicum