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All Journal Al Ishlah Jurnal Pendidikan PROJECT (Professional Journal of English Education)
Ana Maghfiroh
Muhammadiyah University Of Ponorogo
Education Languange, Linguistic, Communication & Media Mathematics Other

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Teachers’ Challenges in Teaching English to Young Learners in Rural Area Nadhilla Sekar Pramesty; Ana Maghfiroh; Diyah Atiek Mustikawati
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.1517

Abstract

It is believed that rural education has unique challenges compared to urban and suburban areas, particularly in teaching English to young learners. Problems that often occur are related to educational inequality for those who live in rural areas, such as unqualified teachers, limited educational facilities, or lack of parental support. This study aims to identify the challenges faced by English teachers and their strategies in teaching English to young students in rural areas. This qualitative research used direct observation in the classroom and interviews with the English teacher an elementary school in Ponorogo. The findings showed that (1) learning English in remote areas was constrained by the status of English as a local content that created less supportive conditions for teachers to teach English; (2) most of the teachers came from non-English educational backgrounds, which affected their competence; (3) the learning curriculum was not in accordance with the existing learning conditions; and (4) the socioeconomic status of parents had a significant effect on students' motivation and achievement in learning English. Therefore, English teachers in rural areas need to use various strategies to address the mentioned problems.
LEARNER AUTONOMY IN ACCESSING WEB-BASED EFL LEARNING; CASE AT ENGLISH DEPARTMENT OF MUHAMMADIYAH UNIVERSITY OF PONOROGO Cahya Ratrina; Ana Maghfiroh; Niken Reti Indriastuti; Siti Asiyah
PROJECT (Professional Journal of English Education) Vol 5, No 5 (2022): VOLUME 5 NUMBER 5, SEPTEMBER 2022
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v5i5.p1091-1097

Abstract

Web-based learning gives student more opportunities with resources than learning in a traditional class. Therefore, this research is also to find out how learners can be independent in accessing web-based resources. This research was qualitative descriptive research with the research subjects were sixth semester students of English Education Department, University of Muhammadiyah Ponorogo. The number of participants was 12 students. Data collection techniques in this study were conducted through interview techniques and distributing questionnaires through google form. The data analysis technique used three analytical techniques consisting of data reduction, data presentation, and drawing conclusions. results of this study showed that lecturers were directly involved in student learning, whether through online or face-to-face instruction, that was crucial for aiding comprehension of the lecture material. Tasks that must be completed within a period of time through web-learning will help students increase their learning independence. Web-based learning increased students' independence by enabling them to take advantage of flexible study time. Based on the results of the study, it showed that face to face or offline learning is more effective because the lecturers would gave the direct guidance or experience. Besides that, students have more opportunities and choices in their language learning through web-based learning.. Web-based multimedia assisted teaching provided students with more chances and choices in their language learning. Keywords:  Autonomous Learning, Web-based Learning, Language, Online
Teachers’ Challenges in Teaching English to Young Learners in Rural Area Nadhilla Sekar Pramesty; Ana Maghfiroh; Diyah Atiek Mustikawati
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.1517

Abstract

It is believed that rural education has unique challenges compared to urban and suburban areas, particularly in teaching English to young learners. Problems that often occur are related to educational inequality for those who live in rural areas, such as unqualified teachers, limited educational facilities, or lack of parental support. This study aims to identify the challenges faced by English teachers and their strategies in teaching English to young students in rural areas. This qualitative research used direct observation in the classroom and interviews with the English teacher an elementary school in Ponorogo. The findings showed that (1) learning English in remote areas was constrained by the status of English as a local content that created less supportive conditions for teachers to teach English; (2) most of the teachers came from non-English educational backgrounds, which affected their competence; (3) the learning curriculum was not in accordance with the existing learning conditions; and (4) the socioeconomic status of parents had a significant effect on students' motivation and achievement in learning English. Therefore, English teachers in rural areas need to use various strategies to address the mentioned problems.
Co-Authors Cahya Ratrina Diyah Atiek Mustikawati Nadhilla Sekar Pramesty Niken Reti Indriastuti Siti Asiyah