Addressing Barriers to English Language Learning: Insights from Teachers in a Rural West Nusa Tenggara School
Abstract
This study examines the barriers to English language learning in rural Indonesian school, with focus on a Junior High School in Sumbawa Island. Using a qualitative method, data were collected through interviews and classroom observations. Thematic analysis revealed several key barriers, including low student motivation, inadequate learning resources, challenges with pronunciation, limited exposure to English, and restricted vocabulary development. These obstacles impede students’ proficiency in in English, highlighting the need for targeted interventions. In response, teachers have implemented innovative strategies such as 1) Enhancing student motivation and engagement; 2) Utilizing teacher's voice for listening activities; 3) Incorporating body language and gestures to facilitate understanding
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i7.6792
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