This study aims to analyze the factors that influence the low confidence of
pre-service English teachers and strategies to overcome their lack of confidence
when teaching English. The researcher used descriptive qualitative method with
two stages of data collection, the first was by distributing open-ended
questionnaires to map certain points adapted from previous researchers' theories,
second was by conducting online interviews to obtain more detailed explanation.
This research was conducted on students of English Education Department at the
Antasari State Islamic University, Banjarmasin. At the data collection stage,
researcher distributed open-ended questionnaires and conducted online interviews
with 8 pre-service English teachers who had carried out field teaching practice
(PPL II) in 2023. Based on the results found, there were three factors that
influenced self-confidence of pre-service English teachers; they are second
language acquisition, previous experience with diversity and language anxiety.
The strategy that pre-service English teachers use is linguistically responsive
teacher education and field experience. However, the strategies are not something
that can be implemented directly but through a long process. It is hoped with this
pre-service English teachers will become more aware of their responsibilities and
explore earlier what they need to prepare as future teacher candidates.