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p-Index From 2020 - 2025
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All Journal English Language Teaching Prima Journal (ELT)
Gultom, Ika Marlina
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Physics Social Sciences

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Teachers’ Challenges in Teaching Reading to Students with Low English Proficiency at Telkom Schools Medan Gultom, Ika Marlina; Tarigan, Sri Ninta; Br Sembiring, Elita Modesta
ELT (English Language Teaching Prima Journal) Vol. 7 No. 1 (2025): English Language Teaching Prima
Publisher : English Language Teaching Prima Journal (ELT)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34012/elt.v7i1.7141

Abstract

This study examines the difficulties faced by English teachers at Telkom Schools Medan when instructing reading to students who don't speak the language well. Using a qualitative case study methodology, information was gathered via document analysis, classroom observations, and interviews. Limited student vocabulary, poor comprehension of narrative text structure, inference difficulties, low motivation, and a lack of instructional resources are the five main issues identified by the findings. These issues make it difficult for teachers to provide effective instruction and impair students' reading comprehension. Teachers employ techniques like scaffolding, differentiated instruction, and the use of multimodal materials in spite of the obstacles. However, the lack of institutional support frequently limits their efforts. In order to promote reading development in EFL contexts, the study emphasises the necessity of enhanced teacher preparation, enriched learning materials, and greater institutional cooperation.
Teachers’ Challenges in Teaching Reading to Students with Low English Proficiency at Telkom Schools Medan Gultom, Ika Marlina; Tarigan, Sri Ninta; Br Sembiring, Elita Modesta
ELT (English Language Teaching Prima Journal) Vol. 7 No. 1 (2025): English Language Teaching Prima
Publisher : English Language Teaching Prima Journal (ELT)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34012/elt.v7i1.7141

Abstract

This study examines the difficulties faced by English teachers at Telkom Schools Medan when instructing reading to students who don't speak the language well. Using a qualitative case study methodology, information was gathered via document analysis, classroom observations, and interviews. Limited student vocabulary, poor comprehension of narrative text structure, inference difficulties, low motivation, and a lack of instructional resources are the five main issues identified by the findings. These issues make it difficult for teachers to provide effective instruction and impair students' reading comprehension. Teachers employ techniques like scaffolding, differentiated instruction, and the use of multimodal materials in spite of the obstacles. However, the lack of institutional support frequently limits their efforts. In order to promote reading development in EFL contexts, the study emphasises the necessity of enhanced teacher preparation, enriched learning materials, and greater institutional cooperation.
Co-Authors Br Sembiring, Elita Modesta Tarigan, Sri Ninta