Email this article THE PROBLEM OF TEACHING ENGLISH IN ELEMENTARY SCHOOL-BASED ON TEACHER INVOLVED: EXPLORING TEACHER'S PERSPECTIVE
(1) Universitas Islam Negeri Sumatera Utara
(2) Universitas Islam Negeri Sumatera Utara, Indonesia
(3) Universitas Islam Negeri Sumatera Utara, Indonesia
(*) Corresponding Author
Abstract
English-teaching problem is an important issue that has been discussing and in diverse contexts around the world, including English teacher problems, students, assessments, curricula and textbooks, and the various variables that contribute to effective English as a foreign language (EFL) teaching, for this reason, the purpose of the study is to explore 10 participants’ perspective in issues of teaching English in ELT classroom. This descriptive qualitative study investigated how teachers perceived the English teaching issue based on the teachers involved. Data were collected using a questionnaire that includes a single primary question about the use of Teaching-English issues that were raised by teachers. This study came to three main conclusions: (1) Teachers' emotional control. (2) Personal experience of teachers. (3) The teacher's interest in the character of the pupil. (4) Teaching staff accountability. Finally, Problems with teaching English should not be understated because they have a significant impact on how well students learn the language in elementary schools. To continuously improve their teaching skills without becoming complacent, teachers must be aware of their shortcomings.
Keywords
Full Text:
PDFReferences
Ahmed, M. K. (2018). Pedagogy in speaking: Challenges addressed by teacher-student in the ESL context. International Journal of Applied Linguistics and English Literature, 7(3), 97-107. https://doi.org/10.7575/aiac.ijalel.v.7n.3p.97
Akbari, Z. (2015). Current challenges in teaching/learning English for EFL learners: The case of junior high school and high school. Procedia - Social and Behavioral Sciences, 199, 394–401. https://doi.org/10.1016/j.sbspro.2015.07.524
Ali, M., & Walker, A. L. (2014). Bogged down ELT in Bangladesh: Problems and policy. English Today, 30(2), 33–38. https://doi.org/10.1017/S0266078414000108
Binmahboob, T. (2020). YouTube as a learning tool to improve students’ speaking skills as perceived by EFL teachers in secondary school. International Journal of Applied Linguistics and English Literature, 9(6), 13-22. https://doi.org/10.7575/aiac.ijalel.v.9n.6p.13
Burić, I., & Frenzel, A. C. (2019). Teacher anger: New empirical insights using a multi-method approach. Teaching and Teacher Education, 86, 1-11. https://doi.org/10.1016/j.tate.2019.102895
Dumančić, D. (2018). Investigating boredom among EFL teachers. ExELL, 6(1), 57–80. https://doi.org/10.2478/exell-2019-0006
Geng, J., Jong, M. S.-Y., & Chai, C. S. (2019). Hong Kong teachers’ self-efficacy and concerns about STEM education. The Asia-Pacific Education Researcher, 28(1), 35–45. https://doi.org/10.1007/s40299-018-0414-1
Gultom, E. (2015). English language teaching problems in Indonesia. Proceeding: 7th International Seminar on Regional Education, 3, 1234-1241.
Hamad, M. M. (2017). Using WhatsApp to enhance students’ learning of English language “Experience to share”. Higher Education Studies, 7(4), 74-87. https://doi.org/10.5539/hes.v7n4p74
Hidayati, K. H. (2018). Teaching writing to EFL learners: An investigation. Langkawi, 4(1), 21–31. http://dx.doi.org/10.31332/lkw.v4i1.772
Islam, S., Hasan, K., Sultana, S., Karim, A., & Rahman, M. M. (2021). English language assessment in Bangladesh today : Principles, practices, and problems. Lang Test Asia, 11, 1–21. https://doi.org/10.1186/s40468-020-00116-z
Jon, R. B., Embong, R., Purnama, B., & Wadi, A. S. (2021). The challenges of English language teaching in Indonesia. International Journal of English and Applied Linguistics (IJEAL), 1(3), 158–168. https://doi.org/10.47709/ijeal.v1i3.1157
Malebese, L., & Tlali, M. F. (2019). Teaching of English first additional language in rural learning environments: A case for problem-based learning environments : a case for problem-based learning. International Journal of Inclusive Education, 0(0), 1–12. https://doi.org/10.1080/13603116.2018.1544300
Malik, H., Humaira, M. A., Komari, A. N., Fathurrochman, I., & Jayanto, I. (2021). Identification of barriers and challenges to teaching English at an early age in Indonesia: an international publication analysis study. Linguistics and Culture Review, 5(1), 217–229. https://doi.org/10.21744/lingcure.v5n1.1485
McGrath, K. F., & Van Bergen, P. (2019). Attributions and emotional competence: why some teachers experience close relationships with disruptive students (and others don’t). Teachers and Teaching: Theory and Practice, 25(3), 334–357. https://doi.org/10.1080/13540602.2019.1569511
Mercader, C., & Gairín, J. (2020). University teachers’ perception of barriers to the use of digital technologies: the importance of the academic discipline. International Journal of Educational Technology in Higher Education, 17(1), 1-14. https://doi.org/10.1186/s41239-020-0182-x
Songbatumis, A. M. (2017). Challenges in teaching English faced by English teachers at MTsN Taliwang, Indonesia. Journal of Foreign Languange Teaching and Learning, 2(2), 54-67. https://doi.org/10.18196/ftl.2223
Noom-ura, S. (2013). English-teaching problems in Thailand and Thai teachers ’ professional development needs. 6(11), 139–147. https://doi.org/10.5539/elt.v6n11p139
Pennington, M. C., & Richards, J. C. (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal, 47(1), 5–23. https://doi.org/10.1177/0033688216631219
Prior, M. T. (2019). Elephants in the room: An “affective turn,” or just feeling our way? Modern Language Journal, 103(2), 516–527. https://doi.org/10.1111/modl.12573
Rahman, M. M., Islam, M. S., Karim, A., Chowdhury, T. A., Rahman, M. M., Seraj, P. M. I., & Singh, M. K. M. (2019). English language teaching in Bangladesh today: Issues, outcomes and implications. Language Testing in Asia, 9, 1-14. https://doi.org/10.1186/s40468-019-0085-8
Rinantanti, Y., Bin-Tahir, S. Z., & Aminah. (2019). The impact of EFL senior high school teachers’ performance in Papua, Indonesia toward the students’ English learning achievement. Asian EFL Journal, 23(3), 431–447.
Sarihuddin, S. (2013). The implementation of the 2013 curriculum and the issues of English language teaching and learning in Indonesia. The Asian Conference on Language Teaching 2013, 567–574.
Utami, R. P., & Astuti, U. P. (2021). EFL teachers ’ problems and solutions in teaching English to students with intellectual and developmental disability. IJELTAL Indonesian Journal of English Language Teaching and Applied Linguistics, 6(20), 173–188.
Yulia, Y. (2013). Teaching challenges in Indonesia: Motivating students and teachers’ classroom language. Indonesian Journal of Applied Linguistics, 3(1), 1–16. https://doi.org/10.17509/ijal.v3i1.186
DOI: https://doi.org/10.24071/llt.v26i1.5708
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Zulfikar Noor
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Indexed and abstracted in:
LLT Journal Sinta 2 Certificate (S2 = Level 2)
We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024
This work is licensed under CC BY-SA.
Creative Commons Attribution-ShareAlike 4.0 International License
LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.