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p-Index From 2021 - 2026
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All Journal International Journal of English and Applied Linguistics (IJEAL) INFERENCE: Journal of English Language Teaching
Alief Noor Farida
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Education Languange, Linguistic, Communication & Media

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Exploring Teachers’ Challenges and Strategies Teaching English Speaking Skills in Religious Bilingual High Schools Masumah, Fithriyatul; Alief Noor Farida
International Journal of English and Applied Linguistics (IJEAL) Vol. 5 No. 3 (2025): Volume 5 Nomor 3 Desember 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v5i3.7314

Abstract

This study investigates how English teachers navigate the complexities of developing students’ speaking proficiency in bilingual classes within a religious senior high school context. Using a qualitative case study approach, data were collected through semi-structured interview, classroom observations, and document analysis to obtain an in-depth understanding of teachers’ strategies and challenges. The findings reveal that teachers employ effective, cognitive, and technological strategies to foster students’ confidence in speaking English. However, they have persistent challenges including constraint time, language barriers, low motivation and confidence, and classroom dynamics. The study also highlights how teachers overcome the challenges by integrating song and technology, providing explicit scaffolding, and creating a psychologically safe environment. These findings emphasize the need for professional development programs that can address challenges and integrate innovative teaching approaches.
MIDDLE SCHOOL STUDENTS’ PERSPECTIVE ON READING STRATEGIES IN IMPROVING READING FLUENCY Mahfuzh Bahrudin; Alief Noor Farida
INFERENCE: Journal of English Language Teaching Vol. 9 No. 2 (2026): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v9i2.4173

Abstract

Reading fluency presents a significant challenge for EFL students, who often struggle with unfamiliar vocabulary and pronunciation. This study investigated how Indonesian middle school students perceived seven reading strategies aimed at improving fluency. Using a mixed-methods design, survey data (Likert-scale and open-ended questions) were collected from 20 seventh-grade EFL students. The findings revealed that teacher-led and audio-assisted methods helped students pronounce unfamiliar words and recognize text pacing. Students also preferred collaborative activities because reading with peers reduced their anxiety and increased their willingness to read aloud. Additionally, repeated reading helped students become more comfortable with difficult vocabulary. Overall, the findings indicate that students viewed reading fluency as requiring both decoding support and peer collaboration. Based on these findings, teachers should integrate shared and collaborative reading tasks to build learner confidence. Future research should pair student perception data with longitudinal measures of reading rate and accuracy.
Co-Authors Mahfuzh Bahrudin Masumah, Fithriyatul