METHODOLOGICAL STRATEGIES AND BARRIERS IN TEACHING (EFL) OF THAI STUDENTS BY INDONESIA PRESERVICE TEACHERS DURING THE INTERNATION

Abstract

This study explores the methodological strategies, innovations, and challenges experienced by five Indonesian pre-service teachers teaching English as a Foreign Language (EFL) to Thai secondary students during an international practicum. A qualitative descriptive approach was employed, using semi structured interviews, classroom observations, and supporting documentation such as lesson plans, photos, and video recordings. Data were analyzed inductively following Miles, Huberman, and Saldaña’s (2014) interactive model, including data condensation, thematic coding, and triangulation to identify patterns in teaching strategies, challenges, and innovations. Findings show that storytelling, implemented through five modalities teacher-modeled narration with visual aids, collaborative group projects, culturally responsive stories, multimedia-assisted narration, and student-generated narratives served as the central strategy for engaging students in speaking activities. Complementary techniques, such as role-play, think-pair-share, and peer scaffolding, were also used to enhance participation and manage classroom anxiety. Teachers reported that these strategies supported vocabulary use, fluency, and learner confidence, based on qualitative observations. Challenges included linguistic constraints, culturally influenced reticence, mismatches with students’ previous learning styles, and limited resources or class time. This study contributes by providing a detailed account of storytelling practices in cross-cultural EFL classrooms and emphasizes the importance of preparing pre-service teachers to combine communicative techniques with culturally adaptive strategies. Future research should integrate quantitative measures and multi-site studies to evaluate the effectiveness of different storytelling modalities.