Novice English Teacher Challenges in Designing Reading Instruction
Abstract
Lesson plan is a learning scenario that becomes a reference and pattern for implementing teaching programs for educators, and a systematic and effective learning experience for students. However, designing good learning is still a challenge for novice teachers. This study attempted to reveal the challenges faced by novice English teachers in designing reading instruction by analyzing how they determine objectives, select materials, media and methods, design activities, and develop assessments. This research was a phenomenological study with 5 participants of novice English teachers from state junior high schools in Yogyakarta. Data were collected through documents and interviews. Data were then analyzed by using the Miles, Huberman, and Saldana (2014) model. The results showed that novice teachers struggle with formulating appropriate learning objectives, sourcing suitable teaching materials due to limited resources, and utilizing technology-based media effectively. They also face difficulties in implementing innovative methods, varying learning activities to accommodate individual learning styles, and developing assessments aligned with Higher Order Thinking Skills (HOTS). Additionally, providing feedback on student learning outcomes remains a significant challenge, impacting the distribution of progress information. These findings emphasize the need for targeted support to enhance novice teachers' skills in module design and professional development.
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i4.6613
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