The purpose of this study was to determine the perception of pre-service English teachers on the classroom management problems they encountered during teaching practice and how the teaching strategies applied by pre-service English teachers in overcoming classroom management problems. This study used a qualitative narrative inquiry method and data were collected through a digital questionnaire, document evidence and interviews. Data were analyzed using thematic analysis. In the data collection process, it was decided that five of the eight pre-service English teachers who had filled out the digital questionnaire joined the participants because they had met the criteria to be involved in giving the document evidence of diary journals during PLP 2 and interviews to clarify data from their document. The results of the study revealed that the classroom management problems encountered by pre-service English teachers during teaching practice admitted that they were quite moderately encountered even though they had implemented teaching strategies. The results of this study also confirm that they have implemented teaching strategies with an always applied scale, although they still feel the strategy is far from perfect but effective enough for the continuity of teaching and learning activities.

Keywords: Teaching Strategies, Classroom Management Problems, Pre-service English Teachers