Jul 2026· JEdu: Journal of English Education· 0 citations· 24 references
Abstract
This study aimed to identify the problems faced by English teachers in improving student’ achievement at MTS Raudlatul Falah. This research employed a qualitative descriptive design to explore teachers’ readiness and the challenges encountered in the teaching ang learning process. The study was conducted at MTS Raudlatul Falah involving two English teachers and several eighth-grade students selected through purposive sampling. Data were collected through interviews, classroom observations, and documentation, and were analyzed using the interactive model of miles, Huberman, and Saldana, including data collection, data condensation, data display, and conclusion drawing. The findings showed that English teachers had generally prepared learning materials based on the curriculum, syllabus, lesson plans, and textbooks; however, the development of contextual and authentic materials remained limited. In terms of teaching methods, teachers employed lectures, question and answer sessions, assignment, discussions, and simple conversation practices, yet teacher centered instruction was still dominant. The use of learning media was also limited, with teachers relying mostly on textbooks and basic classroom facilities. These conditions effected students’ motivation, participation, vocabulary mastery, pronunciation practice, and in summary English learning achievement.
This study aims to describe English language teaching practices in elementary schools in Pacitan Regency, the challenges faced by teachers, and the methods applied in teaching and learning activities. This study employed a qualitative approach with a descriptive design. The research subjects consisted of four fifth-grade English teachers from four elementary schools selected using purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, and were subsequently analyzed using Creswell’s interactive analysis model. The findings of this study indicate that English language teaching practices across the schools share similarities and differences in the selection of materials, media used, strategies, and implementation methods, all of which are tailored to the students’ characteristics and the school environment. Teachers still face challenges related to their own competencies, students’ English proficiency, classroom management, and limited educational facilities. To overcome these obstacles, teachers employ various strategies, particularly Communicative Language Teaching (CLT), Inquiry-Based Learning, and Total Physical Response (TPR), which are integrated with a variety of learning activities. This study confirms that success in teaching English is influenced by teachers’ ability to adapt teaching strategies to students’ needs and school conditions.
Nadilla Emma Elsadela Elsadela, Samsul Hadi, Chusna Apriyanti· The Journal Of English Teach...· 0 citations
The findings showed that the teachers used Canva, YouTube, Quizizz, Google Forms, and Microsoft PowerPoint to support communication, collaboration, creativity, engagement, and differentiated instruction, however, ICT implementation remained limited.
Maya Marsevani, Johnathan Evans, Melisa Ayu Rumianti et al.· JOURNEY (Journal of English...· 0 citations
Classroom assessment practices enhance students’ language learning by promoting learners’ engagement and connecting their theoretical knowledge with real-life situations. This study explores the classroom assessment practices of the secondary-level English language teachers. A qualitative research approach was employed under an interpretive research paradigm, applying semi-structured interviews guided by a set of interview guidelines. Participants included four secondary-level English teachers from four government-funded community schools in Taplejung, with more than 10 years of teaching experience. Using narrative inquiry as a research method, the information was collected, coded, and thematically analyzed to understand how the participants make meaning of their experiences with classroom assessment practices. The study found that the teachers perform classroom assessments; however, these assessments lack transparency and consistency. In addition, all four language skills are not equally emphasized during teaching and assessment. The teachers also encountered several challenges in the effective implementation of classroom assessment, including a large number of students, students’ irregular attendance, a lack of teachers’ authority to issue internal marks, and students’ low language proficiency. The findings suggest teacher training, workshops, and policy alignment to conduct the classroom assessment effectively.
This study examined the extent of pedagogical approaches employed by junior high school English teachers and their relationship to students’ academic performance in selected public secondary schools in the Districts of Mambajao, Mahinog, and Catarman, Schools Division of Camiguin. Using a quantitative descriptive-correlational research design, data were collected from English teachers via a modified survey questionnaire, supplemented by informal interviews for additional insights. A complete enumeration sampling technique was used to include all qualified junior high school English teachers from eight public secondary schools. Findings revealed that most respondents were in early adulthood, had more than 10 years of teaching experience, held master’s degrees or units, and had attended numerous professional training sessions, indicating a highly experienced and professionally developed teaching force. The extent of pedagogical approaches in teaching English was rated at a high extent (𝑥̄ = 3.64), suggesting that teachers consistently utilized varied instructional strategies. In terms of students’ academic performance, the majority demonstrated outstanding to very satisfactory performance levels. However, the Pearson product–moment correlation showed a weak relationship (r = 0.07) between pedagogical approaches and students’ academic performance, indicating that variations in pedagogical approaches did not significantly predict academic outcomes. The study concludes that while English teachers consistently apply effective pedagogical practices, other factors may influence students’ academic performance. The findings highlight the need for further studies exploring additional variables that may affect learning outcomes in English.
Julie Ann Oclarit, Gerlie Cutab· Psychology and Education: A...· 0 citations
This study explores the effectiveness of English language learning among elementary school students at State Elementary School 20 Bireuen, Aceh, Indonesia. Effective English instruction at the elementary level is essential because it provides a strong foundation for students’ future language development and communication skills. This study aims to identify students’ learning experiences, teaching practices, and the factors influencing the effectiveness of English language learning. A qualitative descriptive approach was employed. Data were collected through classroom observations, questionnaires, and documentation involving 100 fifth- and sixth-grade students. The findings indicate that English language learning is generally effective, as reflected in students’ positive attitudes, active participation, and satisfactory understanding of the learning materials. Approximately 75% of students expressed a high interest in learning English, while 68% reported that they understood the lessons delivered by the teacher. Interactive teaching methods, including games, group discussions, and the use of visual media, were found to enhance students’ engagement and motivation. However, some students continued to experience difficulties, particularly in grammar and vocabulary, indicating the need for more individualized instructional support. In addition, teacher creativity, student motivation, and support from the home environment emerged as important factors influencing learning effectiveness. The findings suggest that implementing interactive teaching strategies and strengthening collaboration between schools and families can improve the quality of English language learning at the elementary school level.
Ika Rahmani, Nabila Aura Yusra, Anisa Amelia et al.· Journal Of Education And Tea...· 0 citations
In line with the changing needs of today’s learners, and the emerging trends towards formative assessment, the aim of this research is to implement formative assessment tools in the classroom to serve as solutions for the problems and the issues already pinpointed through the research questions. The forms and semi-structured questions aim to find out a group of teacher candidates’ perceptions of language competencies, self-identified proficiency levels and deficiencies in language as well as their attitudes towards corrective feedback. This study employed quasi-experimental mixed methods design, which involves academic integrity while working with a specific group. The participants of this research are 60 ITE (Initial Teacher Education) students currently attending ELT (English Language Teaching) Department of a State University. The participants were appointed through purposive sampling. The data collected from the research instruments were processed by means of software programs. Quantitative data were analyzed using a statistical package program, while qualitative data were analyzed through thematic content analysis to acquire descriptive data about the topic. The findings provide strong evidence that contemporary learners increasingly favor interactive, student-centered and technology-enhanced learning environments while also appreciating the provision of corrective feedback.
Donercan Donuk, Emrah Doğan· Mersin Üniversitesi Eğitim F...· 0 citations
