topic
Challenges In Teaching English At Rural And Urban Schools And
Their Solutions
Author
Endriyati, Prabowo, Abasa, Akmal
Date
10, OCTOBER 2019
Summary
Vocabulary mastery
Vocabulary mastery is one of important thing in learning a foreign
language. Nothing can be done without it [10] Vocabulary is the basis of
communication.
Students’ motivation
P1 and P2 stated that their students have low motivation. There are only
about five students who have high motivation in the class. There are
about 30 students in every class. Most of the students just sitting in the
class and listening to the teachers.
Parents support
According to P1 and P2, there is a problem with parents support. Many of the
students in their school get a lack of parents’ support. It is because their parents
work outside of the town, or even overseas. Therefore, communication is not as
good as those whose parents stay at home. Besides that, most of the parents’
economic condition in their school are low. So, they have a financial problem.
Many of the students in their school only have an English book from the school
library.
The student's activeness
Another challenge is less activeness of the students. The activeness of students
learning is the ability of students to follow the teaching-learning process actively,
such as involving the body, mind and the other aspect that related to the learning
process.
Teachers training
P1 and P2 said that the teachers in their schools have less of teachers training.
Sometimes, they have to join teachers training that held in the town. Eventhough
they have to join it by theirselves payment. Futhermore, P3 and P4 stated that they
have got enough teachers training. Moreover, both of them are English MGMP
(Musyawarah Guru Mata Pelajaran) administrators. So, they have better
opportunity in teachers training rather than the members of MGMP. Futhermore,in
poor or rural area, most of the teachers teach English without having sufficient
English training
2.Topic
Challenges of Rural Students in English Language Acquisition.
Author
Ameer Anissa. S
Dr M.A. Mohamed Sahul Hameed
Date
July 2016
Summary
Lack of Exposure in English
Plutarch says, “The mind is not a vessel to be filled, but a fire to be
kindled”. Students of today even after twelve years of school study lack
mastery over English, where English is also a medium of instruction.
The teaching of English needs a sea change for the benefit of the
learners in schools. The bilingual method is adopted in language classes
because the majority of the students hail from rural areas, do not have
any exposure to the effective use of English. English is mostly taught
only as a subject, not as a language. It is a well-known fact that language
is a skill which cannot be taught or learnt.
Difficulties of Learners
Generally, learners from rural areas face more difficulties than those
from urban areas during the process of language acquisition. In cities,
most parents are educated. So, even the domestic environment helps the
students from urban areas acquire the language quickly because there are
more chances that the wards can speak in English other than their
mother tongue with their family members. But in rural parts of the
country, students of today mostly do not get chances to either speak or
read in English. Even in the classroom, teachers use vernacular language
to help the students to learn.
Circumstances of learners
A weak domestic environment of the students may also affect their
psychological and educational status. The complex is one of the barriers
to the acquisition of language learning skills. Motivation removes
complex. No border should be drawn between rural and urban students.
Topic
Current challenges in teaching/learning English for EFL
learners: The case of junior high school and high school
Author
Zahra Akbari
Problems on the part of the students
It is important to identify the problems the Iranian students encounter in the
process of learning English. The main obstacle for learning English is that no
environment makes them familiar with the original language. In other words, there
is no active role in English outside the classroom. So, they do not feel the
immediate need to learn English. And the educational system should bring about
such need.
Problems on the part of textbooks
Language textbooks seem to play a pivotal role in the educational system of every
country. In Iranian schools, ELT textbooks are used widely and serve as syllabus
and main guideline for teachers. The textbooks taught are designed and prepared
by the Ministry of Education. Based on the textbook content, the students are
evaluated formatively and summatively. A big problem in language teaching which
our students encounter is that the tasks included in their textbooks do not give them
enough practise in the skills they will need. In short, the textbooks somehow lack
the variety of communication tasks which can motivate and give learners a purpose
for doing them. According to Jahangard (2007), students’ aural and oral skills are
not emphasized in Iranian prescribed EFL textbooks.
Problems on the part of teaching methods
Although the grammar-translation method is the usual method for teaching in Iran,
it should give opportunities to students to drawing themselves forward the
language creatively by practising some substitution drills to dialogue with their
partner thus, it will be the basic eager for communication thus, the grammar-
translation method will be interesting method to them and they will attempt to
understand the structures and formulas instead of memorization which it is one of
their problems in making good sentences to converse (Dolati & Seliman, 2011).
