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In teaching English EFL classroom, pre-service teachers find it difficult to use the knowledge gained in their teacher education program and the practices they had been taught in that program and the practices of classroom teaching. Therefore, pre-service teacher often encounters barriers, especially in teaching English for the first time in the classroom. The study aimed to investigate barriers encountered by English pre-service teachers in Sorong, Papua Barat as well as their alternatives to cope with such barriers during their teaching practicum. The study was qualitative in nature, which involved ten pre-service teachers as participants. To gain the data, questionnaire containing 20 items was distributed. The result of study showed that the barriers cover technical (real situation at school) and non-technical factors (pre-service teachers’ psychological situation), while the alternatives comprise the availability of teaching media, English reading and storybooks, preparing lesson plan, using the number of teaching methods such as role playing, Problem Based Learning, Picture and Picture, check Pair, etc. This study recommends the pre-service teachers to empower their pedagogical, affective and cognitive skills regarding the major they focus, which in turn will help them in transferring what they have learnt to the learners. Keywords—barriers on teaching; EFL classroom; pre-service teachers

Coping with Barriers on Teaching EFL Classroom by Pre-Service Teachers in Sorong Papua Barat