Exploring TeachersÔÇÖ Difficulties in Teaching English at One State Primary School
DOI:
https://doi.org/10.31958/jaf.v13i1.13923Keywords:
Teaching English, teachersÔÇÖ difficulties, Primary School StudentAbstract
The purpose of this qualitative research was to examine the teachersÔÇÖ difficulties in teaching and learning English to young language learner at one state primary school in Bungo district Jambi province, since English becomes one of the subjects that should be taught at primary school in Independent curriculum and it applied at academic year 2021/2022. The data of this study were collected, analyzed and interpreted using the observation and interview method. The data collected were the English teachersÔÇÖ problems in the classroom, 6 teachers were selected as interview participants consisting of 2 male and 4 female. The finding of the research indicated most of the teachers who teach English do not have English education background. Another problem they have at English teaching and learning are struggle with language proficiency, effective teaching methods, classroom management, and assessment the studentsÔÇÖ skill. This study provides information and the solution for the teachers who have difficulties in teaching English at primary school.
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Sulistiyo, U., Widodo, H. P., & Elyas, T. (2019). The Portrait of Primary School English in Indonesia: Policy, Curriculum, and Implementation. Indonesian Journal of Applied Linguistics, 9(2), 427–437.
Sulistiyo, U., Widodo, H. P., & Elyas, T. (2020). The portrayal of English language education in Indonesia: Policy, practice, and prospects. Asian Englishes, 22(3), 213–220. https://doi.org/10.1080/13488678.2020.1728072
Utami, I. W. (2022). Teachers’ practices in teaching English to young learners in Bali. Atlantis Press Proceedings of the 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE), 661, 61–69. https://doi.org/10.2991/assehr.k.211202.010
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wulandari, F. (2019). The role of mother tongue in teaching English to young learners. Jurnal Pendidikan dan Pembelajaran Sekolah Dasar, 6(1), 10–17. https://doi.org/10.17509/jppsd.v6i1.18123
teachers through phonics training in digital era. Jurnal Pendidikan Bahasa dan Sastra Indonesia Metalingua, 6(1), 62–66. https://doi.org/10.21107/metalingua.v6i1.10478
Cendana, M., & Winardi, R. (2022). Professional development in the post-pandemic era: Indonesian teachers’ reflections. Journal of Language and Education Studies, 8(2), 109–113. https://doi.org/10.32678/loquen.v8i2.4567
Daud, A. (2024). English Instruction Challenges and Opportunities in Indonesian Primary Schools: A Systematic Review. Journal of English Language Teaching Innovations and Materials, 6(1), 1–18.
Daud, M. (2024). Challenges in implementing English at primary schools in Indonesia: Between policy and classroom realities. Jurnal Al-Lisan, 9(1), 95–100. https://doi.org/10.30603/al.v9i1.4938
Falah, I. F., Apsari, Y., & Kusumah, R. (2023). The Challenges of English Teachers in Teaching English at Primary Schools. Journal of English Education and Teaching, 7(4), 832–846.
Farmasari, R. (2021). English teachers' assessment practices for young learners in Indonesia. Journal of English Teaching, 7(2), 42–50. https://doi.org/10.33541/jet.v7i2.3256
Gardner, R. C. (2001). Integrative motivation and second language acquisition. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 1–20). University of Hawai’i Press.
Herlambang, I., & Adri, A. H. (2024). Should we teach English to our kids in Indonesia? Paedagogia, 27(2), 123–130.
Hermawan, D., & Olayiwola, S. A. (2024). Teacher burnout and administrative burden: A study of Indonesian EFL instructors. Jurnal Pendidikan dan Pengajaran, 57(1), 60–66. https://doi.org/10.23887/jpp.v57i1.58321
Imran, M., Almusharraf, N., Abdellatif, M. S., & Ghaffar, A. (2024). Teachers’ perspectives on effective English language teaching practices at the elementary level: A phenomenological study. Heliyon, 10(8): e29175.
Jon, J., Mahmud, R., & Wulandari, L. (2021). Language policy and bilingual practices in Indonesian EFL classrooms. Studies in English Language and Education, 8(2), 413–421. https://doi.org/10.24815/siele.v8i2.19386
Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.
Laila, N., Khusniyah, N. L., & Muhtia, D. (2023). Teaching English in rural Indonesian primary schools: Voices from the field. ELT-Echo: The Journal of English Language Teaching in Foreign Language Context, 8(1), 161–169. https://doi.org/10.24235/eltecho.v8i1.10051
Laila, F. N., Prastiwi, Y., & Fauziati, E. (2023). Challenges of Teaching English for Elementary School Students in Indonesian Rural Areas. Jurnal Pendidikan Indonesia, 12(3), 436–443. https://doi.org/10.23887/jpiundiksha.v12i3.57804
Meisani, D. (2022). Teachers' beliefs and practices in teaching English to young learners in Indonesian primary schools. Indonesian Journal of Applied Linguistics, 12(1), 51–60. https://doi.org/10.17509/ijal.v12i1.47698
Meisani, D. R. (2022). Conditions for teaching English to young learners: Indonesian teachers’ perspectives. English Language Teaching Educational Journal, 5(2), 119–128.
Musthafa, B. (2010). Teaching English to Young Learners in Indonesia: Essential Requirements. Educationist, 4(2), 120–125.
Muazza, M., Suyadi, & Marzuki, M. (2019). English learning difficulties in elementary schools: Problems and solutions. Journal of Education and Learning, 13(2), 105–112. https://doi.org/10.11591/edulearn.v13i2.13133
Nurfadila, N., Hartono, R., & Rahmawati, F. (2024). Learning English in primary schools: Challenges, creativity, and curriculum. Jurnal Ilmiah Sekolah Dasar, 8(1), 71–79. https://doi.org/10.23887/jisd.v8i1.60421
Nurfadila, S., Eryansyah, E., & Amrullah, A. (2024). Teaching English practices at local primary schools: Teachers’ problems and solutions. Indonesian Research Journal in Education, 8(1), 202–219.
Pardede, P. (2018). Implementing bilingual teaching in Indonesian elementary schools: Challenges and strategies. International Journal of Language Education, 2(1), 23–33. https://doi.org/10.26858/ijole.v2i1.5241
Porter, A. M., Holmes, B., & Myles, F. (2020). Foreign Language Provision in English Primary Schools: Findings from a National Survey. Frontiers in Education, 5, 213.
Rasmitadila, Samsudin, A., Aliyyah, R. R., Rachmadtullah, R., & Syaodih, E. (2023). The role of professional development for primary school teachers during post-pandemic learning. International Journal of Educational Research Review, 8(1), 253–259. https://doi.org/10.24331/ijere.1224963
Song, M., Zhang, Y., & Qian, X. (2025). Exploring teacher confidence in rural primary English classrooms in China. Asian EFL Journal, 27(1), 65–72. (In Press)
Sulistiyo, U., Widodo, H. P., & Elyas, T. (2019). The Portrait of Primary School English in Indonesia: Policy, Curriculum, and Implementation. Indonesian Journal of Applied Linguistics, 9(2), 427–437.
Sulistiyo, U., Widodo, H. P., & Elyas, T. (2020). The portrayal of English language education in Indonesia: Policy, practice, and prospects. Asian Englishes, 22(3), 213–220. https://doi.org/10.1080/13488678.2020.1728072
Utami, I. W. (2022). Teachers’ practices in teaching English to young learners in Bali. Atlantis Press Proceedings of the 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE), 661, 61–69. https://doi.org/10.2991/assehr.k.211202.010
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wulandari, F. (2019). The role of mother tongue in teaching English to young learners. Jurnal Pendidikan dan Pembelajaran Sekolah Dasar, 6(1), 10–17. https://doi.org/10.17509/jppsd.v6i1.18123
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Published
2025-06-15
How to Cite
Pajrini, A., Pertiwi, L. A., Gustantri, F. M., & Johanna, A. (2025). Exploring TeachersÔÇÖ Difficulties in Teaching English at One State Primary School. Al-Fikrah: Jurnal Manajemen Pendidikan, 13(1), 12–21. https://doi.org/10.31958/jaf.v13i1.13923
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Copyright (c) 2025 Ani Pajrini, Linda Ayu Pertiwi, Friska Miranda Gustantri, Anne Johanna
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