How Do Pre-service English Teachers Experiences Teaching in A Private Tutoring Institution? A Phenomenological Study

wardatul jannah, Durotun Nasihah

Abstract


This study explores the experiences of pre-service English teachers who teach at a private tutoring institution while completing their university studies. It also analyzes how they balance their roles as students and tutors. This study uses a qualitative design with an interpretive phenomenological approach. Five final-year students from three universities in East Java participated in this study. Data were collected through in-depth interviews and analyzed using a thematic analysis approach. The findings of the study show that, at first, teaching in a private tutoring institution makes them feel nervous and unsure of their abilities, but repeated teaching practice improves their confidence. Teaching consistently also improved their English skills, especially in speaking, grammar, and vocabulary. Additionally, they developed classroom management skills and a deeper understanding of teacher professionalism. To balance their dual roles, participants manage their time by setting priorities, creating schedules, and adjusting teaching hours if needed. Overall, private tutoring provides a meaningful learning experience, although it requires strong time management and a high level of responsibility.

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