This study explores the experiences of pre-service teachers in teaching English
during the Kampus Mengajar program, a government initiative that places
university students in under-resourced schools across Indonesia. While the program
aims to bridge the gap between theory and practice, there is still limited research on
how pre-service English teachers navigate real classroom challenges, especially in
3T areas (frontier, outermost, and underdeveloped regions). Using a qualitative case
study approach, data were collected from ten participants through interviews,
questionnaires, and reflective observations. The findings show that pre-service
teachers applied student-centered techniques such as discussions and hands-on
activities to foster engagement and accommodate diverse learning styles. Despite
limited facilities, they demonstrated creativity by designing their own media,
including audio materials, games, and videos. Although textbooks were the primary
resource, participants actively adapted them to suit students’ proficiency levels. The
analysis is grounded in Bruner’s Instructional Theory and Mayer’s Multimedia
Learning Theory as the main framework. The study concludes that the Kampus
Mengajar program offers a transformative experience that not only enhances
pedagogical competence but also supports the professional growth of future English
educators in real-world teaching contexts.

Keywords: pre-service teachers, Kampus Mengajar, English teaching, teaching
techniques, instructional media, teaching materials.