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What Teachers Do Before They Teach: Lesson Preparation Practices Of EFL Teachers In An Indonesian High School

ELS Journal on Interdisciplinary Studies in Humanities · Vol. 9 No. 2 (2026) · pp. 437–448

DOI
10.34050/els-jish.v9i2.51347
ISSN
2621-0835, 2621-0843
Published
2026-06-15
Publisher
Hasanuddin University
Language
en
License
creativecommons.org/licenses/by-sa/4.0

Abstract

Lesson preparation is an essential aspect of effective teaching because it enables teachers to organize instructional strategies, teaching materials, and learning resources to achieve educational objectives. However, limited studies have explored how these components are integrated simultaneously in teachers’ lesson preparation practices within EFL contexts. Therefore, this study aimed to investigate how English teachers prepare classroom instruction, integrate instructional strategies, teaching materials, and technology, and address the challenges encountered during the preparation process. This qualitative case study was conducted at SMA Negeri 6 Sidrap and involved three English teachers selected through purposive sampling. Data were collected through semi-structured interviews and analysed using thematic analysis proposed by Braun and Clarke (2006). The findings revealed that teachers prepared classroom instruction through flexible and contextual lesson planning by adapting instructional strategies, teaching materials, and classroom activities to students’ needs and classroom conditions. Teachers also integrated technology such as YouTube, LCD projectors, Smart TVs, and internet-based resources to support learning. However, the integration of instructional strategies, teaching materials, and technology remained limited and inconsistent because these components were often implemented separately rather than systematically integrated into a cohesive instructional design. In addition, teachers encountered several challenges, including unstable internet connectivity, diverse student abilities, classroom management issues, and limited preparation time. The study concludes that lesson preparation is an adaptive pedagogical process influenced by classroom realities, teachers’ competence, and institutional support. These findings highlight the importance of continuous professional development and stronger support for technology integration to enhance lesson preparation practices in EFL classrooms.

Keywords

Collaboration network of the authors

24 authors · 64 co-authorship links · 1 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Institut Agama Islam Negeri Parepare
  • Universitas Islam Negeri Mataram
  • Universitas Halu Oleo
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Mujahidah MujahidahAffiliation unknown4
Abdul Haris SunubiInstitut Agama Islam Negeri Parepare3
Astrid Dwi AdiantiAffiliation unknown3
Munawir MunawirInstitut Agama Islam Negeri Parepare2
Ambo DalleAffiliation unknown2
Nika HerlindaAffiliation unknown2
Mia AudinaAffiliation unknown1
Zulfah ZulfahAffiliation unknown1
Abdul SunubiAffiliation unknown1
Evi KarmilaAffiliation unknown1
Saepudin SaepudinAffiliation unknown1
Bahtiar BahtiarUniversitas Islam Negeri Mataram1
Mayang MartriaAffiliation unknown1
Muh. YusufUniversitas Halu Oleo1
Arqam ArqamAffiliation unknown1
Fika Nurul FadillahAffiliation unknown1
Sepia SepiaAffiliation unknown1
Abdul Haris SunubiAffiliation unknown1
Nanning NanningInstitut Agama Islam Negeri Parepare1
Salsa AuliniAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unhas.ac.id/index.php/jish/oai, first harvested 3 Nov 2026, last seen 3 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">What Teachers Do Before They Teach: Lesson Preparation Practices Of EFL Teachers In An Indonesian High School</dc:title>
	<dc:creator xml:lang="en">Rusdin, Maryam</dc:creator>
	<dc:creator xml:lang="en">Fakhruddin, Zulfah</dc:creator>
	<dc:creator xml:lang="en">Tjalla, Magdahalena</dc:creator>
	<dc:creator xml:lang="en">Kalsum, Kalsum</dc:creator>
	<dc:subject xml:lang="en">lesson preparation</dc:subject>
	<dc:subject xml:lang="en">instructional strategies</dc:subject>
	<dc:subject xml:lang="en">teaching materials</dc:subject>
	<dc:subject xml:lang="en">technology integration</dc:subject>
	<dc:subject xml:lang="en">EFL teachers</dc:subject>
	<dc:description xml:lang="en">Lesson preparation is an essential aspect of effective teaching because it enables teachers to organize instructional strategies, teaching materials, and learning resources to achieve educational objectives. However, limited studies have explored how these components are integrated simultaneously in teachers’ lesson preparation practices within EFL contexts. Therefore, this study aimed to investigate how English teachers prepare classroom instruction, integrate instructional strategies, teaching materials, and technology, and address the challenges encountered during the preparation process. This qualitative case study was conducted at SMA Negeri 6 Sidrap and involved three English teachers selected through purposive sampling. Data were collected through semi-structured interviews and analysed using thematic analysis proposed by Braun and Clarke (2006). The findings revealed that teachers prepared classroom instruction through flexible and contextual lesson planning by adapting instructional strategies, teaching materials, and classroom activities to students’ needs and classroom conditions. Teachers also integrated technology such as YouTube, LCD projectors, Smart TVs, and internet-based resources to support learning. However, the integration of instructional strategies, teaching materials, and technology remained limited and inconsistent because these components were often implemented separately rather than systematically integrated into a cohesive instructional design. In addition, teachers encountered several challenges, including unstable internet connectivity, diverse student abilities, classroom management issues, and limited preparation time. The study concludes that lesson preparation is an adaptive pedagogical process influenced by classroom realities, teachers’ competence, and institutional support. These findings highlight the importance of continuous professional development and stronger support for technology integration to enhance lesson preparation practices in EFL classrooms.</dc:description>
	<dc:publisher xml:lang="en">Hasanuddin University</dc:publisher>
	<dc:date>2026-06-15</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unhas.ac.id/index.php/jish/article/view/51347</dc:identifier>
	<dc:identifier>10.34050/els-jish.v9i2.51347</dc:identifier>
	<dc:source xml:lang="en">ELS Journal on Interdisciplinary Studies in Humanities; Vol. 9 No. 2 (2026): JUNE; 437-448</dc:source>
	<dc:source>2621-0835</dc:source>
	<dc:source>2621-0843</dc:source>
	<dc:source>10.34050/els-jish.v9i2</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.unhas.ac.id/index.php/jish/article/view/51347/14529</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Maryam Rusdin, Zulfah Fakhruddin, Magdahalena Tjalla, Kalsum Kalsum</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
</oai_dc:dc>