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All Journal JEES (Journal of English Educators Society) Tell : Teaching of English Language and Literature Journal LEKSIKA
Suryanto, Jati
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Arts Humanities Education Languange, Linguistic, Communication & Media Other

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Navigating the challenges of TEFL in resource-limited elementary school: insights from Yogyakarta Suryanto, Jati
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 19, No 1 (2025)
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v19i1.25802

Abstract

Teaching English as a Foreign Language (TEFL) in elementary schools, particularly in resource-limited settings, presents significant challenges. In Yogyakarta, Indonesia, these challenges are intensified in a public school, where limited resources, such as teaching materials, technology, and professional development opportunities, hinder the ability of teachers to deliver effective language instruction. Despite these constraints, English remains a crucial part of the education system in Indonesia, with increasing recognition of its importance for academic, professional, and social advancement. This study aims to explore the specific challenges faced by teachers in a public elementary school in Yogyakarta, and the strategies they employ to overcome these challenges in teaching English to young learners. A qualitative research design was employed, with data collected through interviews with three experienced teachers from the early stages in the school. The study identifies key challenges, including students’ difficulties with pronunciation, short attention spans, bilingualism, and the quick forgetting of lessons. It also highlights strategies that teachers use to address these issues, such as incorporating fun songs and videos, using games, and employing interactive methods to engage students. The findings underscore the importance of creative, low-cost strategies in overcoming resource limitations and fostering an engaging and effective learning environment. This research contributes valuable insights into TEFL practices in resource-constrained contexts and offers recommendations for improving English language teaching in similar settings worldwide.
A Sociocultural Analysis of Teachers’ Belief Changes: A Case of Two Teach-Abroad EFL Teachers Sahiruddin, Sahiruddin; Arifani, Yudhi; Anyanwu, Clinton Chidiebere; Suryanto, Jati
JEES (Journal of English Educators Society) Vol 9 No 1 (2024): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i1.1810

Abstract

This inquiry explores English foreign language (EFL) teacher beliefs in teach-abroad (TA) contexts under the umbrella of Vygotsky’s sociocultural theory (SCT) of mind. The previously available literature on teacher beliefs has relied mostly on quantitative survey research concerning belief as an inert variable; an internal representation of experience is resilient to evolve. Due to the prevalence of the theory of mind or cognitive orientation under the sociocultural theory, this case study aims to examine two TA EFL teachers’ belief changes in the new TA context and conceptualize the teachers’ beliefs from a sociocultural perspective. The participants involved EFL teachers (both pseudonyms): Ivan (male, aged 26) and Melanie (female, aged 24) attending different types of TA were recruited for this research. We collected the data through pre-and post-TA interviews and teaching journals with other triangulated methods like teaching autobiographies and recall experiences. The findings advocated that EFL teachers’ teaching beliefs continuously evolve according to their TA goals and experiences, and their belief changes involve a remediation process that leads to different teaching actions. Their internalized EFL teaching beliefs within meaningful environments influence the success of their TA teaching. HIGHLIGHTS: EFL teachers’ teaching beliefs continuously evolve according to their TA goals and experiences EFL teacher’s belief changes involve a remediation process that leads to different teaching actions Socio-cultural context of teaching and learning practice facilitates the perception of teachers’ teaching beliefs.
Insights from the Silent: Exploring Deaf Individuals' Perspectives on Using Learning Management Systems for Online Learning Suryanto, Jati; Ramadhani, Puteri Nabilah; Syahruzah, Juang Kurniawan; Sorohiti, Maryam
Tell : Teaching of English Language and Literature Journal Vol 12 No 2 (2024): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v12i2.23745

Abstract

The COVID-19 pandemic has led to a surge in the popularity of online learning, offering students greater flexibility and accessibility. However, students with hearing impairments encounter significant challenges in accessing learning materials and communicating with teachers and peers. This study aims to investigate the experiences of students with hearing impairments using a Learning Management System (LMS) for online learning focusing on their challenges they face and the strategies they employ in their learning. The research was conducted using a descriptive qualitative design at private universities in Yogyakarta. Semi-structured interviews were conducted to gather the data involving three students with hearing impairments who have used LMS in online learning as the participants. The findings revealed the challenges that included the use of multiple applications, lack of understanding on the LMS, lack of LMS notifications, material mismatch, unstable internet connection, tool constraints, lack of inadequate facilities, and there is no training on the use of the LMS. Additionally, the strategies used by the students included self-study, assignment submission via email, asking others for help, using additional apps, using a typist facility, and joining WhatsApp group discussions.
Inclusive education: English teachers’ challenges and strategies for hearing-impaired students in Indonesia Suryanto, Jati; Rachmawati, Berliana Farras; Saefurrohman, Saefurrohman; Sorohiti, Maryam
JEES (Journal of English Educators Society) Vol 10 No 2 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v10i2.1970

Abstract

English language teaching learning for deaf learners in Indonesia faces linguistic challenges such as limited first-language proficiency, reliance on visual communication, and the phonological complexity of English. This study investigated the challenges faced by teachers, the strategies they adopt, and the perceived effectiveness of their approaches in teaching English to deaf students. Employing a qualitative design, data were collected through in-depth, semi-structured interviews with experienced six English teachers from two urban Sekolah Luar Biasa (SLBs) at the secondary school level. Data were analyzed using thematic analysis, which revealed persistent barriers including students limited linguistic and cognitive skills, inconsistent classroom communication, and inadequate teaching resources. In response, teachers employed visual and multimodal strategies, such as flashcards, realia, Canva-designed materials, educational games, and total communication methods combining sign language, speech, and written text. These approaches enhanced short-term vocabulary acquisition and student engagement yet fell short in fostering long-term language development due to systemic issues such as the absence of adapted curricula and inclusive assessments. The findings highlight that while teacher-led innovations can partially address immediate learning needs, they cannot fully compensate for broader structural gaps. Sustainable improvement in English learning for deaf students requires comprehensive reforms, including the development of adapted curricula, targeted teacher training in inclusive pedagogy, and strengthened institutional support. Such measures are essential to ensure equitable access to English language education and to empower deaf learners with the linguistic skills necessary for academic achievement and social participation in Indonesia’s inclusive education framework.
Co-Authors Anyanwu, Clinton Chidiebere Juang Kurniawan Syahruzah Rachmawati, Berliana Farras Ramadhani, Puteri Nabilah Sahiruddin Sahiruddin Sorohiti, Maryam Yudhi Arifani