Teacher’s Strategy in Solving EFL Students’ Problems in Learning English

Abstract

<jats:p>Learning new language is never been so easy to master where there must be challenges that teachers face in classroom. The aim of this research is to investigate an English teacher in teaching English as a foreign language to junior high school students at Ma’had Tahfidzul Qur’an, Samarinda, East Kalimantan, Indonesia. The matters to be investigated include barriers the teacher faced as well as her strategies to solve the problems. The result of semi-structured interview showed that the biggest challenge faced by the English teacher is the condition where the students are less-motivated in learning English. Several strategies are used by the teacher such as encourage the students through verbal motivation as well as provide joyful activities such as conducted different kind of games to build positive mood and interest of students in leaning a new language. The use of proper teaching strategies is demanded in order to have English learning become students’ habit. Therefore, implication of language teaching methodologies is also discussed in this research.</jats:p>

Professional Development Used to Enhance K-5 Teachers’ Competencies Working with English Language Learners

“…Many scholars have identified a problem in the past couple of decades: a high number of teachers reportedly feel overwhelmed and unprepared to work with ELLs (Ariyanti et al, 2019;Villegas, 2018). In the United States, the population of ELLs is increasing rapidly in mainstream classrooms (Lopez, 2019).…”

“…Rapid growth in the ELL student population required educators' attention as the academic success rate of ELL students continued to fall behind the rest of the student population (Batt, 2008;Sugarman & Geary, 2018;Zarrabi, 2016). Teachers encounter a multitude of challenges when selecting a method that is effective for developing English proficiency in the primary grade levels (Ariyanti et al, 2019). A growing number of teachers who interact with ELL students do not have previous experience or lack the preparedness to academically support ELL students in the classroom (Hansen-Thomas et al, 2016).…”

“…According to Ariyanti et al (2019), teachers must identify what strategies particular students process new information. While PD such as graduate courses or after-school workshops may provide teachers with skills by demonstrating teaching strategies that work for linguistic learners (Hansen-Thomas et al, 2016), many teachers still feel unprepared to work with ELLs (Wu & Guerra, 2017).…”

To Be or Not to Be a Great Educator

“…Rapid growth in the ELL student population required educators' attention as the academic success rate of ELL students continued to fall behind the rest of the student population (Batt, 2008;Sugarman & Geary, 2018;Zarrabi, 2016). Teachers encounter a multitude of challenges when selecting a method that is effective for developing English proficiency in the primary grade levels (Ariyanti et al, 2019). A growing number of teachers who interact with ELL students do not have previous experience or lack the preparedness to academically support ELL students in the classroom (Hansen- Thomas et al, 2016).…”