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All Journal Jurnal Manajemen dan Organisasi Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya BAHASA DAN SASTRA Prosodi: Jurnal Ilmu Bahasa dan Sastra EDUCAFL : E-Journal of Education of English as a Foreign Language AGASTYA: JURNAL SEJARAH DAN PEMBELAJARANNYA JEES (Journal of English Educators Society) Tell : Teaching of English Language and Literature Journal Script Journal: Journal of Linguistic and English Teaching AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat JMM (Jurnal Masyarakat Mandiri) AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Edumaspul: Jurnal Pendidikan SASTRANESIA: Jurnal Program Studi Pendidikan Bahasa dan Sastra Indonesia Jurnal Kesehatan J-REaLL Journal of Community Service and Empowerment Indonesian Journal of Education Methods Development Indonesian Journal of Innovation Studies New Language Dimensions Journal of Nusantara Education Procedia of Social Sciences and Humanities Prosiding (SIAR) Seminar Ilmiah Arsitektur Cendikia: Jurnal Pendidikan dan Pengajaran Pubmedia Jurnal Pendidikan Bahasa Inggris Indonesian Journal of Public Administration Review ELLITE: Journal of English Language, Literature, and Teaching
Yuli Astutik
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Journal : Tell : Teaching of English Language and Literature Journal

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External Factors Affect English Learning in Rural Elementary Schools: A Qualitative Study Yusuf, Mufidah Nur Aliyyah; Astutik, Yuli; Megawati, Fika
Tell : Teaching of English Language and Literature Journal Vol 11 No 1 (2023): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v11i1.17101

Abstract

The aim of this study was to discover some external factors that influence the difficulties of teaching and learning English in rural schools for young learners. To obtain detailed data or information, data was collected in this study through observation and interviews using a qualitative research method and a type of case study. The research was conducted at an Al Fatch elementary school in the Silo sub-district of Jember Regency, East Java. The findings revealed that several external factors influence the difficulty of teaching and learning English for young students in rural schools, including 1) the school's location is far from urban areas, making it difficult for the community to reach it; 2) inadequate school infrastructure; 3) inadequate school facilities cannot support the continuity of the English teaching and learning process; 4) a lack of learning resources for students and teachers; 5) the language barrier, which is influenced by the community surrounding the school, which speaks the local language more frequently, makes it difficult for students to understand Indonesian as a medium of instruction in the teaching process.
Psychological Factors on Students’ Speaking Skill Problems at Junior High School Rara Dewi Putri Rahmadani; Astutik, Yuli; Endang Mastuti Rahayu
Tell : Teaching of English Language and Literature Journal Vol 12 No 1 (2024): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v12i1.21940

Abstract

There are several psychological factors that can affect the development of students' speaking skills in English. This study was conducted with the aim of finding out what psychological factors affect the development of students' speaking skills in English when learning speaking in class. This research uses descriptive qualitative method, where data collection was carried out through observation and interview with some private junior high school students in grade 7 with ICO (International Class Orientation) class program. The results of this study show that there are four factors that can hinder students in developing and also mastering speaking skills, namely anxiety or shyness, lack of confidence, lack of motivation, and fear of making mistakes. These four psychological factors have a negative impact on students during the speaking learning process. Therefore, the findings of this study imply that parents and teachers should help students understand that making mistakes is a necessary part of learning and that they can take advantage of these opportunities to grow as communicators. In order to give students the chance to practice speaking English without worrying about making mistakes, the teacher must also foster a supportive environment in the classroom.
Co-Authors Agung Wibowo Agustina, Sheila Ahsan, Ava Kenji Akbar, Darmawan Riski Albarika, Ayu Grahita Anggarani, Dinar Arsy Anggraini, Rishma Badriyah , Laila Chandra Kartika, Chandra Choirun Nisak Aulina Dewi, Yuni Lusiana Dian Novita Fadhilah, Auliyah Nur Faiza, Nurul Fanani, Eiffan Fatchur Rohman Fika Megawati Firda Wulan Sudarsono Firdaus, Anita Fitrawantono, Muhammad Rafly Hamdi, M. Sukron Hardiansah, Rifky Hatuina, Novi Dwi Putri Hayuana, Wachidah Imam Pribadi Imanudin, Faldi Jihad Jayanti, Elis Dwi Meiramova, Saltanat Mongboon, Nantana Mukhamad Najib Murni Sapta Sari Nikmatillah, Murni Niko Fediyanto Noly Shofiyah Nugroho Mardi Wibowo Nurasik, Nurasik OIKUREMA PURWATI Palomargareta, Gebriela Qomarun, Q Rahayu, Endang Mastuti Rara Dewi Putri Rahmadani Riyanto, Raditya Ferdi Sharifah, Ferly Soebijantoro Soebijantoro, Soebijantoro Sumarni Sumarni Suyoto, Shinta Widiowati Syafruddin, Muhammad Andi Tamara , Pasya Rahma Teluma, Katarina Sarabiti Utami, Aisyah Cucu Vidya Mandarani Wibisono, Farah Nabila Yudho Bawono Yuliati - Yusuf, Mufidah Nur Aliyyah