Building Strong Foundations: Weekly Grammar and Basic Mathematics Mentoring Among Papuan Pre-Service English Teachers

Abstract

This study explored the experiences of Papuan pre-service English teachers participating in a weekly academic mentoring program at STKIP Kristen Wamena. Employing a qualitative research design, the study involved 12 participants consisting of seven academic advising students and five dormitory students who voluntarily joined the program. Mentoring sessions were conducted every Monday and Friday evening, focusing on English grammar (simple present tense) and basic mathematics (multiplication and division). Data were collected through semi-structured interviews with open-ended questions and analyzed using thematic analysis. Three major themes emerged. First, all participants reported limited prior knowledge of English grammar and basic mathematics, which negatively affected their classroom participation and academic performance. Second, 11 participants stated that the mentoring program increased their motivation and confidence, while 10 reported improved understanding of subject-verb agreement, plural forms, prepositions, and sentence construction. Third, five participants successfully passed previously repeated English courses, and nine believed their academic performance had improved. The findings suggest that structured academic mentoring strengthens foundational competencies, enhances learning motivation, builds confidence, and supports the professional preparation of Papuan pre-service English teachers.

Keywords: academic mentoring; pre-service English teachers; grammar learning; learning motivation; Papua Pegunungan