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p-Index From 2021 - 2026
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All Journal Jurnal Ilmiah Telaah Indonesian Journal of Teacher Education
Thalia Qaulan Tsaqiila
Universitas Mataram
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Assessing Students’ Pronunciation Skills and How to Improve Them Muhammad Amin; Thalia Qaulan Tsaqiila
Indonesian Journal of Teacher Education Vol. 4 No. 1 (2023): Edisi Januari-Juni 2023
Publisher : Indonesian Publication Center

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Abstract

Phonetics and phonology, in one way or another, are related to pronunciation. Despite the still inconclusive research results on how much one’s knowledge of phonetics and phonology will affect one’s pronunciation, in teaching and learning contexts it is still considered relevant to assess students’ spoken language abilities using the phonetic and phonological approach. This study was qualitative in nature and intended to collect information on the verbal language performance of two English as a Foreign Language (EFL) speakers, each of whom speaks Indonesian and one local language.
Teacher Preparedness and Communicative English Learning Among Young Learners in Central Lombok Desi Herayana; Baiq Annisa Shallaita; Thalia Qaulan Tsaqiila; Nur Madina Ramadhan
Jurnal Ilmiah Telaah Vol 11, No 2: July 2026
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/telaah.v11i2.40520

Abstract

This study examines teacher preparedness in primary English language teaching in Central Lombok. It focuses on teachers’ motivation, teaching experience, professional support, classroom practice, and the challenges that shape young learners’ opportunities for communicative English learning. The study adopted an ethnographically informed qualitative design. Data were collected through classroom observations, interviews, and focus group discussions with six primary school English teachers. The data were analyzed thematically through coding, categorization, and triangulation across data sources. The findings show that teachers had strong motivation to teach English because they recognized its value for students’ future learning opportunities. However, classroom practice remained dominated by drilling, vocabulary memorization, direct translation, and textbook-based exercises. Limited teaching experience, lack of sustained professional development, and restricted classroom facilities constrained teachers’ ability to apply communicative activities. The study argues that improving primary English learning in rural school contexts requires practical teacher training, teacher learning communities, instructional media support, and locally responsive education policy.
Co-Authors Baiq Annisa Shallaita Desi Herayana Muhammad Amin Nur Madina Ramadhan