PRE-SERVICE ENGLISH TEACHERS' ADAPTATIONS IN KAMPUS MENGAJAR PROGRAM

Abstrak

This study aims to explore the experiences of pre-service teachers in teaching English during the Kampus Mengajar program initiated by the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia. A qualitative case study approach was employed, involving ten participants through semi-structured interviews, open-ended questionnaires, and reflective narratives. The findings reveal that pre-service teachers applied student-centered methods such as discussions and hands-on practice to enhance student engagement. Despite limited facilities, they demonstrated creativity by designing instructional media such as audio recordings, games, and videos. Textbooks were the most frequently used teaching materials, which they often modified to suit students’ proficiency levels. Challenges including low student motivation, limited instructional time, and lack of resources prompted the participants to be adaptive and reflective. The study concludes that the Kampus Mengajar program serves as a transformative learning experience that enables pre-service teachers to connect theory with practice while enhancing their pedagogical competence. The findings have implications for the improvement of teacher education curriculum in Indonesia.