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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

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

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

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.

Feeling like different persons: Becoming English teachers through overseas teaching internships Isna Agustin; Nurfitri Longdaeva; Elok Putri Nimasari; Ana Maghfiroh
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.127

This study examines the professional identity development of Indonesian pre-service English teachers during a short-term international teaching internship in Southern Thailand, specifically exploring how participants perceived themselves as becoming "different persons" through this intercultural experience. Although existing research has established the role of intercultural encounters in shaping teacher identity, limited attention has been directed toward understanding how brief yet intensive overseas teaching placements contribute to emerging professional identities through processes of reflective meaning-making. Employing a collaborative narrative inquiry approach, the study analyzed written reflective narratives and semi-structured interview data collected from six Indonesian pre-service English teachers. The analysis focused on how professional identity construction unfolded through participants' everyday intercultural classroom experiences. The findings reveal that participants experienced substantial shifts in professional self-understanding, evidenced by expanded intercultural awareness, negotiated emotional and pedagogical challenges, and the development of adaptive teaching practices in response to unfamiliar classroom norms, multilingual interactions, and local school expectations. Critically, identity development did not result from intercultural exposure alone but emerged through sustained, reflective engagement with intercultural encounters throughout the internship period. This study contributes to the field of English language teacher education by highlighting the pedagogical and affective value of short-term international teaching internships and underscoring the necessity of structured intercultural preparation, guided reflection, and robust institutional support in fostering pre-service teachers' professional learning.

More than a game: An activity theory analysis of EFL learners’ Duolingo-mediated vocabulary learning practices Alvan Rafiqi Al-firdausi; Ana Maghfiroh; Elok Putri Nimasari; Diyah Atiek Mustikawati
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.165

Numerous studies examining Duolingo within English as a Foreign Language (EFL) contexts have primarily focused on learning outcomes and user satisfaction, yet they seldom elucidate how vocabulary acquisition is systematically organized and sustained in learners’ daily routines. This gap is critical, as app-based language learning typically unfolds outside formal instructional environments. Guided by Activity Theory, this qualitative study conceptualizes Duolingo-mediated vocabulary learning as a dynamic activity system. Data were collected via an open-ended questionnaire administered to ten EFL learners recruited from an online language learning community, complemented by the researcher’s autoethnographic notes to enrich contextual understanding. Findings reveal that learners consistently engage in short, micro-sessions shaped by the platform’s segmented lesson structure. Sustained participation is enabled through self-imposed daily routines and the motivational affordance of socially visible progress indicators. Furthermore, learners actively negotiate contradictions-such as the tension between repetitive drills and meaningful use-by adjusting learning intensity or expanding their toolset to include external resources like personal notes and authentic media. These insights extend beyond descriptive accounts to inform more learning-centered design principles and pedagogical scaffolding strategies, ultimately fostering durable vocabulary development in technology-mediated, self-directed EFL environments.

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