• Buyun Khulel Universitas Islam Darul 'Ulum Lamongan
Keywords: TEYL, Challenge, Rural Area


Rural education, in comparison to its urban and suburban counterparts, is seen to face a distinct challenge. The location and implementation of an English curriculum in primary school are significant problems. As a result, the purpose of this study is to look into the difficulties that English teachers face when teaching English to young learners in rural public primary schools in Baureno, East Java. A semi-structured interview with six participants from six elementary schools in five villages (Gajah, Gunungsari, Tulungagung, Selorejo, and Blongsong) is utilized to address the question. It begins by briefly reviewing the role of English in the national primary school curriculum on the one hand, and the implementation of English programs in rural schools on the other. Throughout the research, the researcher encountered three difficulties: (i) Students’ socio-economics condition, (ii) the status of English in the school, and (iii) Covid-19 pandemic. As a result, the writer suggested that more research be done to highlight English teachers’challenges on the implementation of primary school learning. The findings of the study can be used by English teachers, stakeholders, policymakers, and institutions to develop practical strategies for teaching English in primary school.


Ariani, M. G., & Ghafournia, N. (2016). The Relationship between Socio-Economic Status, General Language Learning Outcome, and Beliefs about Language Learning. International Education Studies, 9 (2). 89-98. doi:10.5539/ies.v9n2p89
Ball, D. L., & Feiman-Nemser, S. (1988). Using textbooks and teachers’ guides: A dilemma for beginning teachers and teacher educators. Curriculum Inquiry, 18, 401–423
Butler, Y. G. (2009) Teaching English to young learners: The influence of global and local factors. Young learner English language policy and implementation: International Perspectives Reading: Garnet Publishing. 23-29
Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93 , 43– 54
Dardjowidjojo, S. (2000). English teaching in Indonesia. EA Journal, 18 (1), 22-30.
Efriana, L. (2021). Problems of Online Learning during Covid-19 Pandemic in EFL Classroom and the Solution. JELITA: Journal of English Language Teaching and Literature, 2 (1). 38-47
Enever, J., & Moon, J. (2009) New global contexts for teaching Primary ELT: change and challenge. Young learner english language policy and implementation: international perspectives reading: Garnet Education. 521
Faridi, A. (2011). The development of contextbased English learning resources for elementary schools in Central Java. Excellence in Higher Education, 1(1 &2), 23– 30
Gimenez, T. (2009). English at primary school level in Brazil: Challenges and perspectives. Young learner english language policy and implementation: International perspectives reading garnet education. 5359
Harmanto, B. (2018). How Socio-Economic Status Contributes to Parents’ Views on English Teaching for Young Learners. JEELS, 5 (2). 279-297
Hartatik, S. F., & Anis, N. F. K. (2020). The Teaching and Learning Practice Performed by Preschool Teachers During Covid-19 Outbreak. Journey, 3 (2). 89-94
Ho, W. K. (2003) English language teaching in Asia today: An overview English language teaching in East Asia Today: Changing policies and practices Singapore: Eastern Universities Press. 1-32
Hoque, S. (2009) Teaching English in primary schools in Bangladesh: Competencies and achievements. Young learner english language policy and implementation: International Perspectives Reading: Garnet Education. 61-69
Hu, Y. (2007) China’s foreign language policy on primary English education: What’s behind it? Language Policy, 6, 359-376
Jamilah, S. (2008). English in Indonesian primary schools. Pendidikan Network
Kasihani, E. S. S. (2010). Pengajaran bahasa Inggris di sekolah dasar: Kebijakan, implementasi dan kenyataan. Yogyakarta
Krammer, H. P. M. (1985). The textbook as classroom context variable. Teaching and Teacher Education, 1(4), 273–278
Lee, P., & Azman, H. (Eds.) (2004). Global English and primary schools: Challenges for elementary education. Melbourne: CAE Press
Lestari, L. A. (2003). Should English be a compulsory subject in primary schools? Bahasa dan Seni, 31, 2 Lichter, D. T., Roscigno, V. J., & Condron, D. J. (2003). Rural children and youth at risk. In D. L. Brown & L. E. Swanson (Eds.), Challenges for Rural America in the twenty-first century (pp. 97–108). University Park, PA: Pennsylvania State University Press
Lukas, B. A., & Yunus, M. M. 2021. ESL Teachers’ Challenges in Implementing E-Learning during COVID-19. International Journal of Learning, Teaching and Educational Research, 20 (2). 330-348. https://doi.org/10.26803/ijlter.20.2.18
McCormack, A. & Thomas, K. (2003). Is surviving enough? Induction experiences of beginning teachers within a New South Wales context. Asia-Pacific Journal of Teacher Education, 31{2), 124-138
Moll, L., Amanti, C., Neff, D. & Gonzalez, N. (1992) . Funds of knowledge for teaching : Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-141
Muhammad, A., & Ghani, M. 2013. The Relationship of Socioeconomic Status with Language Learning Motivation. International Journal of English and Education, 2 (2).
Musthafa, B. (2010). Teaching English to Young Learners in Indonesia: Essential Requirements Educationist
Nartiningrum, N., & Nugroho, A. (2021). English Teachers’ Perspectives on Challenges, Suggestions, and Materials of Online Teaching Amidst the Global Pandemic. IJEE (Indonesian Journal of English Education), 8 (1). 101-119. DOI: http://doi.org/10.15408/ijee.v8i1.17886
Nuraeni., Sitti, A. (2020). Understanding EFL Students’ Motivation to Learn: Why Do You Study English?. Jurnal Bahasa Lingua Scientia, 12 (1), 51-70
Prabawanti, S. B. A. (2021). Problems Faced by English Teachers in Teaching English Online during Pandemic Covid-19 at SMP N 2 Kedunggalar. Unpublished Thesis.
Rachmajanti, S. (2008). The impact of English instructional at the elementary schools on the students’ achievement of English at the lower secondary school. TEFLIN Journal, 19(2) , 160–185
Safira, Y. F., Hadi, M. S., & Zaitun. (2021). An Analysis of English Language Teaching Activities during Covid-19 Pandemic at SMP Purnama Jakarta, 9 (2). 212-219. DOI: https://doi.org/10.33394/jollt.v9i2.3528
Sikki, E. A. A., Rahman, A., Hamra, A., & Noni, N. (2013) . The Competence of Primary School English Teachers in Indonesia. Journal of education and practice Spencer, L., Ritchie, J. & O’Connor, W. (2003). Analysis: Practices, principles and processes. In Ritchie, J. & Lewis, J. (Eds.), Qualitative research practice: A guide for social science students and researchers (pp. 199-218). SAGE Publications
Suherdi, D., & Kurniawan, E. (2005). Teachinglearning processes in multilingual context: A detailed of two different English classrooms in urban elementary school. Paper presented at the 53rd TEFLIN International Conference, Yogyakarta, Indonesia
Sukamerta, M. I. (2011). Implementasi kebijakan pembelajaran bahasa Inggris pada sekolah dasar di kota Denpasar. Universitas Udayana, Denpasar
Supriyanti, N. (2012). Challenges in Providing Trainings for English Teachers of Elementary Schools. Journal of Education and Learning, 6, 161-166
Taneri, P.O. & Engin-Demir, C. (2011). Quality of education in rural schools: A needs assessment study. (Ankara-Kalecik sample). International Online Journal of Educational Sciences, 3(1), 91-112
Yuwono, G. I. (2005). English language teaching in decentralized Indonesia: Voices from the less privileged schools. Paper presented at the Australian Association for Research in Education, International Education Research Conference, The University of Western Sydney, Parramatta
Yuwono, G., & Harbon, L. (2010). English teacher professionalism and professional development: Some common issues in Indonesia. Asian EFL Journal, 12(3) , 145