








































English Language Teaching Educational Journal   ISSN 2621-6485 

Vol. 8, No. 2, August 2025, pp. 105-117  

        https://doi.org/10.12928/eltej.v8i2.13052        http://journal2.uad.ac.id/index.php/eltej/index         eltej@pbi.uad.ac.id  

Enhancing English teaching in elementary schools: A 

sociocultural perspectives of non-English major teachers’ 

experiences 

Eko Purwanti a,1,*, Sellin Yonica Prasanti b,2 

a, b Universitas Muhammadiyah Yogyakarta, Jl. Brawijaya, Geblagan, Tamantirto, Kec. Kasihan, Kabupaten Bantul, Daerah Istimewa Yogyakarta 55183 
1 ekopurwanti@umy.ac.id *; 2  sellin.yonica.fpb21@mail.com   

 

* Corresponding author  

A R T I C L E  I N F O 

 
 

ABST RACT   

 

 

Article history 

Received 18 April 2025 

Revised 23 August 2025 

Accepted 25 August 2025 

 English language has been introduced and taught to Indonesian 
students from elementary to higher education. In the context of 
Indonesian elementary education, the teaching of English often falls to 
homeroom teachers who lack formal qualifications in the language. 
This gap in teacher qualifications poses challenges for effective 
English instruction at the classroom level, particularly for homeroom 
teachers assigned to teach the subject. This study explores the 
challenges and strategies of non-English major teachers in teaching 
English in Indonesian elementary schools using Sociocultural Theory 
framework. This study employed a descriptive qualitative approach, 
using semi-structured interviews with six homeroom teachers from a 
public elementary school in Yogyakarta who teach English without 
formal language training. The findings reveal key challenges related to 
linguistic limitations, pedagogical constraints, and classroom 
management. In response, teachers employed self-directed and 
collaborative strategies to improve their teaching competence. These 
findings highlight the need for targeted support, including professional 
development programs and curriculum adjustments, to equip non-
English major teachers with the competencies required to deliver 
effective English instruction.  

 

© The Authors 2025. Published by Universitas Ahmad Dahlan. 

This is an open access article under the CC–BY-SA license. 

    

 

 

Keywords 

Non-English major teachers  

Socio Cultural Theory 

Teacher Professional Development 

 

 

 

 

How to Cite: Purwanti, E. & Prasanti, S. Y. (2025). Students’ reflections on integrating theory and practice in 
translation: A qualitative study of an academic–practitioner collaborative course. English Language Teaching 
Educational Journal, 8(2), 105-117. https://doi.org/10.12928/eltej.v8i2.13052   

1. Introduction  

English has become a globally dominant language, spoken by hundreds of million worldwide and 
serving as an official language in numerous countries (Ilyosovna, 2020). Since English is a worldwide 
language, it is crucial that everyone learn it. Proficiency in English is essential for personal and 
professional success in today’s interconnected world (Abduganieva et al., 2023). This is because 
almost all aspects of life today use English, especially in the world of education. According to Rao 
(2019), English which is widespread used in education, from textbooks to academic research, 
underscores its critical role in learning and knowledge acquisition. 

With the growing importance of English, English proficiency in Indonesia remains an unresolved 
challenge. Recognizing this, the Indonesian government recently issued a new policy regarding 
English lesson for elementary school students. According to Permendikbudristek No. 12 of (2024) 
which regulates the curriculum for elementary such as Madrasah Ibtidaiyah, or other forms of 

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equivalent, it is stated that English is an elective subject that can be taken until the 2026/2027 school 
year, contingent on school readiness. However, starting in the 2027/2028 school year, English will 
become a compulsory subject. This policy shift underscores the critical need for well-trained English 
teachers in elementary schools to effectively equip students with the language skills necessary for 
success in a globalized world.  

English language education in elementary school serves for several reasons. It equips students with 
valuable skills for future academic success and enhances their competitiveness in the global job market 
(Putranti & Ambawani, 2019). Moreover, young learners are highly receptive to language acquisition, 
making early language learning more effective (Setiyadi, 2020). Therefore, learning other languages 
at a young age will be more advantageous. However, effective English teaching at this level 
necessitates qualified and professional educators. 

Improving teachers’ qualities, including English teachers in elementary schools, is paramount for 
student success. According to Alzeebaree and Zebari (2021), effective teachers possess key qualities, 
including student-centered approaches, passion for teaching, subject expertise, fairness, good 
communication skills, and strong classroom management skills. This way, the ability of English 
teachers to manage the class is needed to cooperatively manage time, space, resources, and student 
roles and behaviors. Moreover, professional English teachers must have special qualifications, 
including degrees, certification, and relevant pedagogical expertise (Sya & Helmanto, 2020). Thus, 
having a professional English teacher who can manage the class well will create successful English 
teaching and learning. 

Unfortunately, many elementary schools in Indonesia still face a shortage of qualified English 
teachers. In fact, English subject is often taught by non-English major teachers, typically homeroom 
teachers. According to Zein (2019), most English instruction at the primary school level is delivered 
by teachers who lack sufficient ability to teach English because they are not English graduates. Non-
English major teachers clearly do not meet the standards of professional English teachers. Many of 
these teachers often lack the necessary skills and knowledge to teach English effectively which results 
in challenges for non-English major teachers to provide qualified English language education as they 
do not have a comprehensive background in English language teaching (Falah et al., 2024). This 
situation raises concerns about the quality of English education as effective teaching requires in-depth 
knowledge of the English language and strong pedagogical skills. The phenomenon in which non-
English major teachers find challenges in teaching English is caused by the English curriculum 
changes. According to Oktavia et al., (2023), the curriculum that regulates the existence of English 
subjects often changes. As a result, many schools assume that English is often perceived as less 
essential, leading schools to assign it to homeroom teachers without specialized training. 

Teaching English to young learners presents significant challenges, particularly for teachers who 
are not English majors. According to Romadhon et al. (2024), limited English proficiency among 
these teachers leads to several difficulties, including pronunciation issues, vocabulary limitations, and 
mother tongue fossilization. This aligns with the findings of Nagauleng et al. (2021), who noted that 
teachers often struggle with pronouncing and expressing English words due to a lack of formal 
university training in the language. Non-English major teachers also face vocabulary limitations, a 
challenge highlighted in numerous studies (Millán Librado & Basurto Santos, 2020; Nafissi & 
Shafiee, 2020). Yussof and Sun (2020) further emphasize that teachers must match their instruction 
to the students' level of understanding and learning needs. Febrianto (2021) adds that teachers whose 
mother tongues are Javanese or Indonesian often experience interlingual transfer, which affects their 
ability to produce accurate English vowel sounds. Moreover, teachers without a relevant educational 
background often lack confidence, which is evident in their lesson planning, activity design, responses 
to student questions, and ability to engage students (Aina & Olanipekun, 2015). Consequently, non-
English major teachers are likely to encounter these difficulties due to their limited English language 
skills, leading to confusion when teaching English to their students. 

Other difficulties when teaching English as a foreign language to young learners as mentioned by 
Pertiwi et al., (2020) include class size and different characteristics of the students. This is in line with 
study by Cahyati et al., (2019) who asserted that there are some teachers in elementary schools who 
have difficulties in managing their classes. In one class there are 35-40 students who are noisy, busy 
with their own activities, and pay less attention. Thus, teaching English to elementary students need 



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to be planned carefully. Sinaga and Oktaviani (2020) stated that teaching English to students in 
elementary schools must be carefully planned to take into account their individual characteristics. 

Given the numerous challenges that non-English major teachers face when teaching English, it is 
crucial for them to find effective teaching strategies in the classroom. These strategies include 
participating in professional development programs to enhance their pedagogical skills and 
knowledge. According to Putri and Rani (2022), teachers need to possess adequate and professional 
knowledge relevant to the subjects they teach. Non-English major teachers can also seek guidance and 
support from colleagues through peer consultation (Cuevas, 2024). Utilizing technology, such as 
watching online teaching tutorials and using learning applications, can be beneficial, too. Panagiotidis 
et al. (2023) highlight that technology enables teachers to access various English learning applications 
and online resources. Additionally, employing interactive language learning media can aid English 
teachers in delivering material effectively. Santika et al. (2023) found that using interactive media, 
such as flashcards and posters, significantly impacts students' language development. Finally, 
grouping students such as pair work or a small group work can be an effective strategy for managing 
large classes when teaching foreign language such as English (Marzulina, 2022). Guided by 
Vygotsky’s Sociocultural Theory, this study aims to investigate the challenges and coping strategies 
of non-English major teachers in teaching English in public elementary schools in Yogyakarta. 

1.1.  Sociocultural Theory Framework 

This research utilizes Vygotsky's Sociocultural Theory (2012) as its theoretical framework. 
Vygotsky's theory emphasizes the importance of social interaction, cultural tools, and mediated 
learning in the development of language skills. According to Vygotsky, learning occurs through 
interactions with more knowledgeable others, and the Zone of Proximal Development (ZPD) 
represents the difference between what learners can do independently and what they can achieve with 
guidance (2012). 

Vygotsky believed that social interaction plays a fundamental role in the development of cognition. 
He argued that learning is inherently a social process, where interactions with teachers, peers, and 
other knowledgeable individuals facilitate cognitive development. This principle is particularly 
relevant for non-English major teachers, as collaborative learning and peer support can help them 
overcome language teaching challenges. 

Additionally, Vygotsky emphasized the use of cultural tools, such as language, symbols, and 
artifacts, in the learning process. These tools mediate cognitive activities and are essential for the 
development of higher mental functions. For non-English major teachers, utilizing cultural tools like 
educational technology and interactive media can enhance their teaching effectiveness. The ZPD is a 
core concept in Vygotsky's theory, referring to the gap between what learners can do on their own and 
what they can achieve with assistance. Effective teaching occurs within this zone, where guidance and 
support from more knowledgeable others enable learners to reach higher levels of understanding. Non-
English major teachers can benefit from professional development and mentorship to operate within 
their ZPD and improve their teaching skills. 

Scaffolding involves providing temporary support to learners as they develop new skills or 
knowledge. This support is gradually removed as learners become more proficient.  For non-English 
major teachers, scaffolding can include structured lesson plans, teaching aids, and continuous 
feedback from experienced educators. 

This framework is particularly suitable for this study because it highlights the role of social 
interactions and cultural tools in overcoming the challenges faced by non-English major teachers. By 
applying social interactions and cultural tools, teachers can enhance their English teaching skills and 
provide more effective instruction. For instance, peer consultation, professional development 
programs, and the use of technology can serve as cultural tools that facilitate learning and teaching 
improvement.  

1.2. Review of Previous Research 

Several previous studies were conducted to find out the challenges and strategies that non-English 
teachers face when teaching English. According to Cuevas (2024), non-major English teachers faced 
moderate challenges in lesson planning but effectively utilized resources such as online tutorials, peer 
observations, and student assessments to overcome them, demonstrating a strong commitment to 
professional growth. Meanwhile, Romadhon et al., (2024) found that teachers faced challenges in 



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pronunciation, vocabulary, and mother tongue fossilization. However, although there have been many 
previous studies on non-English teachers' experiences in teaching English in several educational 
institutions and at various levels, there is still a lack of research focusing on public primary schools in 
Yogyakarta, and more specifically, the use of Vygotsky's Sociocultural Theory as the analyses tool 
offers a robust framework for understanding and addressing non-English major teachers challenges 
and strategies in teaching English in elementary school contexts.   Thus, this study aims to fill this gap 
by formulating two research questions (1) What are the challenges faced by non-English major 
teachers in teaching English to primary school students? (2) What strategies do non-English major 
teachers apply in teaching English in the classroom? 

2. Method 

The study aims to explore the experiences of non-English major teachers regarding the challenges 
and strategies they employ when teaching English to elementary school students. A qualitative 
approach was adopted for this research, specifically using a descriptive qualitative design to capture 
the detailed experiences of these teachers. According to Merriam (1998), descriptive qualitative 
research provides a comprehensive and nuanced description of specific experiences encountered by 
individuals or groups. By utilizing this design, the researchers hope to gain broader and deeper 
insights. 

This study involved six homeroom teachers from public elementary schools in Yogyakarta, who 
were selected through convenience sampling. Convenience sampling refers to selecting a research 
population that is easily accessible to the researchers for data collection (Rahi, 2017, as cited in Golzar 
et al., 2022). Participants were identified through professional engagement during an internship 
program, and were selected based on their experience teaching English without formal English 
training. These six teachers, who taught English without having a formal background in the language, 
were included in the study. Although limited in number, the six participants were sufficient to provide 
data saturation for a small-scale descriptive qualitative study, allowing for thematic depth and insight 
into shared experiences. To ensure participant confidentiality, pseudonyms were used in the findings, 
such as Luna, Scarlett, Willow, Nova, Jasper, and Rain. The table below provides details of the 
participant data: 

Table 1.  Participants’ Data 

Name 

(Code) 
Gender Age Roles Educational Background 

T1 Female 54 Homeroom teacher of grade 1 Bachelor of elementary education 

T2 Female 40 Homeroom teacher of grade 2 Bachelor of elementary education 

T3 Female 41 Homeroom teacher of grade 3 Bachelor of elementary education 

T4 Female 26 Homeroom teacher of grade 4 Bachelor of elementary education 

T5 Male 29 Homeroom teacher of grade 5 Bachelor of elementary education 

T6 Female 26 Homeroom teacher of grade 6 Bachelor of elementary education 

 

The researchers conducted semi-structured interviews as a method of data collection in which an 
interview guide with a list of questions was prepared to ensure the interviews stayed on track. This 
approach also allowed the researchers to ask follow-up questions to gather additional in-depth 
information. After collecting the interview data, the researchers transcribed the interviews, performed 
member checking, coded the data, and analysed the information. Thematic analysis was employed to 
identify key patterns in the data. Initial codes were generated inductively from the transcripts, and 
then grouped into broader themes aligned with the research questions.” To maintain the 
trustworthiness of the study, member checking was established. 

3. Finding and Discussion 

3.1.  Findings 

Based on the results of the study, there are twelve findings that the researchers found in responding 
to the first and second research questions, and these findings are explained and discussed in detail 
below. 



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1) Challenges faced by non-English major teachers in teaching English  

The findings revealed six challenges faced by non-English major teachers in teaching English to 
elementary school students. The challenges included problems with 1) pronunciation, 2) lack of 
vocabulary, 3) mother tongue interferences, 4) limited teaching skills, 5) large class size, and 6) 
diverse students' characteristics.  Each challenge is presented in the following paragraphs. 

Problems with Pronunciation. The study found that pronunciation was a significant challenge 
for all participating teachers. This is due to their limited exposure to English outside of their teaching 
duties, leading to insecurity and uncertainty about their own pronunciation accuracy. Some teachers 
expressed concerns about their pronunciation affecting student learning and their own professional 
image. One of the participants, Scarlett mentioned “…….especially I have the most difficulty with 
pronunciation even though I teach grade 2, but the pronunciation should be correct because it is basic 
for students.”. Similarly, Jasper stated “When it comes to pronunciation, I sometimes feel insecure, 
afraid that my pronunciations will sound bad to other teachers when I feel that there are some 
vocabulary words that I could potentially make mistakes with.”. Both teachers feel indifferent to the 
limitations or mistakes that may occur. As stated by Willow “I really have difficulty pronouncing 
English words, so sometimes I teach them as best I can. I don't care whether other people will hear it 
funny or bad, the important thing is that I still teach it”. The difficulty experienced by these teachers 
in terms of pronunciation is caused by their lack of using English in their everyday life. Luna echoed 
this concern, attributing her difficulty to minimal English usage in daily life: “….I'm not an expert in 
English. I rarely speak English words in my daily life. So, I need to learn to give it to the children.”  

Lack of Vocabulary. The lack of vocabulary is also experienced by many participants, making 
them face difficulties when teaching. Willow mentioned “I have difficulties such as my vocabulary 
mastery is limited”. Nova added, “……. due to my limited mastery of English vocabulary, the children 
only learn the vocabulary in the textbook, I cannot explore English vocabulary more widely”. Nova 
said that her lack of vocabulary affected how she taught. 

Indeed, limited vocabulary posed a significant challenge for non-English major teachers. These 
participants reported difficulties in translating English words, often feeling insecure about their own 
vocabulary mastery. This lack of vocabulary hindered their ability to effectively explain concepts, 
choose appropriate vocabulary for student levels, and respond to student questions beyond the 
textbook material. Nova said, “Due to my limited vocabulary, sometimes there are words that I don't 
know the meaning of when my students ask questions outside the textbook”. Jasper added “For 
vocabulary selection, I have difficulty because I don't have much English vocabulary, so I am confused 
about which vocabulary is suitable for my students' level”.  

Mother Tongue Interferences. The study revealed that mother tongue interference, particularly 
from Javanese, presented a significant challenge for the teachers. Participants reported difficulties in 
suppressing their native language accents, leading to incorrect pronunciation and intonation in 
English. One of the participants, Nova stated, “When I speak Indonesian, my Javanese accent comes 
through, and even more so in English”. Similarly, Willow stated that she often gets carried away with 
her Javanese affixes when she spoke English. She said, “Because I'm from Java, it usually comes with 
the words "to". Well, it must have been automatically carried out because of the habit”. Often, this 
mother tongue interference affected these teachers’ pronunciation. Jasper said “Obviously, when my 
Javanese accent is carried over, my English pronunciation will also be disrupted”. This phenomenon, 
commonly observed among Indonesian speakers, is attributed to the strong influence of their native 
language on their English pronunciation, as evidenced by the interference of Javanese vowel sounds 
and affixes in their English speech.  

Inadequate Teaching Skills. Inadequate teaching skills was the biggest obstacle experienced by 
all participants. This happened because they did not get knowledge about the basic principles of 
teaching English to young learners. According to Willow, her major greatly influences the way she 
teaches. She said, “In my opinion, it [my major background] has a big influence, so I only teach based 
on the [English] textbooks provided by the school; there are no other books, and I give as much as I 
can”. Feeling the same way, Scarlett said “I teach only according to what is in the book, because I was 
not taught in college about the principles of teaching English”. Rain added “The major [subject] 
certainly has an influence, so we don't have knowledge about the basics of teaching English… . He 
added, “When there are questions from students, I have difficulty in really explaining, for example, 
why a sentence has this formula. We just answer yes because that's how we've learned it since the 



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beginning”. Until now, most English teachers in Indonesia only rely on the materials and activities in 
textbooks, due to their limited knowledge”. Nova mentioned “I’m confused about how to teach the 
children properly, like where to start, whether the students are capable of this material or not, which 
one should be taught first”. Similarly, Luna said, “I am confused about how to design good and correct 
English learning for young learners because first grade reading and writing Indonesian is still difficult, 
let alone learning English is even more difficult”. Inadequate teaching skills also led to another 
problem in which some participants had difficulties in answering students' questions. As Jasper said, 
“Sometimes, I also find it difficult to explain when there are critical students such as asking what the 
difference is between see, watch, and look”. In addition, the participants also experience difficulty  to 
build English language habits between teachers and students. This affect the students motivation to 
learn English. Jasper said:  

“My biggest obstacle is getting students used to speaking English in daily conversations or 
especially in the classroom such as simple things like greetings, instructions in class, 
conversations with students or just permission to go to the bathroom. […] it’s because my 
English skills are limited, so it's hard for me to do those things”.  

The problem experienced by Jasper affects the students' motivation to learn English. He stated,  

“Of course, it [the problem] has an impact, especially in increasing students' motivation to learn 
English, because I believe that students will be enthusiastic and motivated if the teacher also 
equips them with vocabulary that they can apply every day”.  

This situation resulted in the participants’ feeling of being dissatisfied with English teaching, and 
this is stated by Jasper, “[…], I am not satisfied [with my English teaching] at all”. 

Big Class Size. Large class sizes pose a challenge for non-English major teachers, causing 
difficulties to manage student behavior, maintaining classroom order, and providing individualized 
attention. This challenge is compounded by the teachers' limited English language skills, making it 
difficult to effectively engage and differentiate instruction for all students in a large group 
environment. One of the teachers, Nova said, “The class with so many students make it more difficult 
for me to teach, especially English”. Similarly, Scarlett said, “In my opinion, teaching in a class with 
many students is difficult for me, especially when managing the 2nd graders who have the nature of 
not being able to keep quiet”. One of the factors why large classes are a problem for the participants 
is because teaching English is quite challenging as they do not come from an English background. 
Therefore, Nova added, “It's already difficult for me to teach English, and it's even more difficult to 
teach big number of students who perhaps don't like and can’t accept English easily”. 

Diverse Students Characteristics. It is inevitable that in one class there will be many students 
with various characters, abilities, and interests. In the same way as students' intelligence, students' 
habits and characters can also affect the teaching methods used by teachers. One participant, Luna 
stated “I have difficulty [in the class] because of the different characteristics of the students; some 
[students] are fast, and some others are slow, so I need to repeat the material many times”. Nova added  

“Some students can receive lessons very quickly, and some others don't understand English at 
all. So, there must be some [students] who are left behind. If for example I have to follow the 
rhythm of the slow students, the fast students are already bored. And vice versa”.  

In another case, students' different habits can also affect teaching method that teacher use as Rain 
said, 

” …… it does affect my teaching method. I have a bit of difficulty, especially when teaching 
students who are not familiar with English words, students who often hear things related to 
English and children who rarely do. It's a different learning level”. 

 

Similar situation is experienced by Willow who added  

“Children have characters that are rather difficult to manage in class, such as being easily 
distracted, having a short focus time, and being very active, and having different interests which 
results in different abilities in learning English as well”.  



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These excerpts show that different students characteristics are potential to cause problems to non-
English major teachers. This can also be exacerbated by the inclusion policy in education in which 
schools have to admit all of students with all of condition.  It means that it is necessary to find an 
effective solution on how to teach effectively without any students being left behind. The following 
findings explain the strategies used by non-English major teachers in teaching English. 

2) English teaching strategies by non-English major teachers  

Non-English major teachers have applied several strategies to teach English effectively despite all 
the limitations they had. There are six findings related to the strategies used by these participants 
consisting of 1) participating in teacher professional development program, 2) engaging in peer 
discussions, 3) carrying out independent learning, 4) utilizing learning applications, 5) using learning 
media, and 6) forming study groups. Each strategy is described in the following paragraphs. These 
variety of activities reflect Vygotsky’s principle of learning through interaction with more 
knowledgeable others, facilitating development within the Zone of Proximal Development. 

Participating in Teacher Professional Development (TPD) Programs. Three participants 
admitted that they participated in teacher professional development programs as an attempt to hone 
their skills in teaching English. Scarlett said, “I have attended English training and was taught the 
basics of English, but it was quite a long time ago”. Willow added “I once attended an English seminar 
at the school where I taught before; the event was conducted by university students and there were 
also participants from overseas. Finally, Jasper who attended some seminars said, “I once attended a 
webinar about the basic principles of teaching English, and then there was training on how to make 
English teaching media”. 

Despite these three participants have attended teachers' professional development programs, they 
are not carried out regularly, and they have been done a long time ago. In these programs, the 
participants learned about the basics of English, principles of teaching English, and how to make 
English teaching media. This activity indeed brought benefits to them as non-English major teachers; 
however, not all participants got chances to participate in this TPD activity. Other participant, Willow 
stated, “The training was actually quite useful, especially for people like me who are not really 
proficient in English. The knowledge that I got at that time contribute to my skills when teaching 
English”. Further interview with the participants revealed the cause of the participants’ absence in 
attending TPD such as lack of school opportunity to have TPD events, especially those related to 
English teaching, and no special program for non-English major teachers TPD. Nova said, There has 
never been an English language training program from the school, but the school facilitates books, in 
the library there are dictionaries, some English teaching media. That's all”. 

Engaging in Peer Discussion. The result of the interviews revealed that peer consultation became 
an important strategy used by non-English major teachers to support their teaching English. These 
participants often sought guidance and support from peers, especially those with better English skills. 
Willow mentioned “[…] we have had discussions, especially with Mrs. Rain because her English 
skills are the best here”. Having similar statement, Nova added, “[...] I have done that [peer 
discussion]. I often discuss with Mrs. Rain, the 6th grade teacher, because she is more expert in English 
than me” (Nova). Another participant, Jasper also said, 

“I often do peer consultation after receiving report cards, especially with the 4th grade 
homeroom teacher as a diagnostic assessment for students who will move up to 5th grade. This 
way, I will get useful input such as, if these children are taught this chapter in two semesters, 
they will have difficulty because they haven't even memorized the alphabet”.  

Jasper used peer discussion as a tool for diagnostic assessment and this is quite helpful as a 
preparation for learning English in his class. Interestingly, Rain who is regarded the best and always 
gives insights to her peers also stated,  

“I sometimes have discussions with other homeroom teachers, such as maybe there is material 
that is still similar, then I ask what kind of task book is used in grade 4, then I give examples to 
make it easier for the children to learn”. 

This excerpt indicates that the learning environment among teachers in the school is extraordinary 
in that not only teachers with low level of English learn from the more knowledgeable other, but also 
the teacher regarded having good English skill discuss with others too.  



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Carrying Out Independent Learning.  Teachers should be creative in finding solutions to 
overcome the problems in teaching English; one of which is carrying out independent learning. 
Similarly, conducting independent learning was a common strategy applied by all participants in 
which they utilized various social media platforms, such as YouTube, TikTok, Instagram, and 
WhatsApp, to access learning resources on English language teaching methods, classroom 
management techniques, and fun learning activities for children.  One participant, Rain mentioned “I 
usually learn English from YouTube, TikTok, Instagram. Nowadays, there is a lot of content about 
learning English, such as learning grammar, how to condition the classroom, teaching tips and tricks, 
and so on”. Nova added “I like to find out how to teach English to make it fun for children through 
video tutorials on YouTube, on social media like on Instagram, TikTok. There are a lot of learning 
media and others” . Similar opinion was mentioned by Scarlett “I like watching English teaching 
content on TikTok or YouTube; it is quite inspiring for me who does not come from an English 
background and does not really understand the principles of teaching English”.  

Utilizing Learning Application. Non-English major teachers effectively used technology in their 
teaching practices, especially learning applications. The most application used by participants is 
google translate. Nova stated “If I feel difficult, the first thing I will [do] definitely asking Google”. 
Scarlett added “When I have difficulties in pronouncing a word, I search for it on Google Translate 
and then practice with my students on how to pronounce it”. Having similar Experience with these 
two participants, Jasper stated “If there are some meanings of words or pronunciations that I don't 
know, I use Google Translate application and its speaker feature as a technology that can help me 
teach in class.” (Jasper). In addition, the participants  also used several other applications such as 
Duolingo, Quizziz, Pinterest, and ChatGPT, for both personal and professional development, as 
mentioned by Jasper, 

“I like to use Pinterest or ChatGPT app and save all kinds of things related to English. In 
addition, I use the latest application, namely Duolingo and games on the Word Wall. I have 
asked all my students to download and try Duolingo. My students are at what level. Duolingo 
is a very good application, in my opinion, because there are pictures, students can construct 
sentences, learn prepositions such as on in under by”.  

Rain, similarly, mentioned “I use applications such as Quizziz and Duolingo. For me, Duolingo is 
an application which can improve my personal English skills and can be apply to my class”. Rain also 
used the same application as Jasper, Duolingo. But unlike Jasper, Rain uses the app not only for her 
students but to improve her own English skills. 

Using Learning Media. The study found that the participants effectively used various learning 
media to enhance student engagement and support teaching English. Luna said, “I use YouTube to 
show videos like how to write numbers in English and I like to print pictures like colours and objects 
in the classroom”. Just like Luna, Scarlett added,  “I play a video to the students on how to pronounce 
the word correctly, and for interactive media, I usually use flashcards, print pictures, and use moving 
animations, as well as YouTube for videos”. In contrast, Rani tends not to print pictures, but she uses 
Power Point media to show a picture. Rani said, “I mostly use videos or music on YouTube as teaching 
media. First, I download it, and second, I use PPT to show pictures, and share it with the students.”. 
On the other hand, Jasper uses more varied interactive media, and he said,  

“Usually I use a computer in which I show a picture and put English captions below it. I also 
convert text into images using Canva, or I print it so that it is easier for me to deliver the material 
in class. I once also asked the students to bring small notebooks and asked them to have 
vocabulary competition to write as many English vocabulary as possible. Finally, I usually like 
to use commonly used instructions such as using Indomie [instant noodle] packaging for 
teaching.”.  

Forming Study Groups. One way to deal with problems related to big class size and diverse 
learning needs in the classroom is by grouping students. This strategy is stated by Jasper, “I have 
grouped students several times in teaching English and other subjects because it is quite a solution in 
a class with many students”. In this case, student grouping can be done in a several ways. Scarlett 
said, “.......... I usually deal with it [problems in teaching English] by creating study groups, like peer 
tutors, where in one group there are those who stand out compared to their friends and help each 
other”. Finally, Nova added “......... I made study groups where students were divided into groups. In 



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one group, there are very smart, average, and weak abilities. So, the weak ones can be taught by the 
smart ones.”.  

3.2.  Discussion 

The findings revealed six main challenges faced by non-English major teachers in teaching English 
to elementary school students: pronunciation difficulties, limited vocabulary, mother tongue 
interference, inadequate teaching skills, large class sizes, and diverse student characteristics. Across 
multiple cases, pronunciation emerged as the most pressing concern, echoing (Nagauleng et al., 2021), 
who noted that limited training and rare opportunities for practice contribute to teachers’ lack of 
confidence in oral English. Similarly, most participants reported struggling with vocabulary, 
consistent with Millán Librado and Basurto Santos (2020) and Nafissi and Shafiee (2020), who 
highlighted teachers’ difficulties in selecting appropriate words for young learners. 

Mother tongue influence also appeared across cases, particularly in the form of interlingual transfer 
from Javanese or Indonesian to English vowel sounds (Febrianto, 2021). In terms of pedagogy, several 
teachers admitted relying heavily on textbooks due to inadequate training in lesson design, which 
often left them dissatisfied with their own teaching. This pattern suggests a reliance on informal 
learning as a substitute for institutional training, reinforcing the need for structured professional 
support systems. Large class sizes and the inclusion of students with varied abilities further 
complicated classroom management. These findings align with Cahyati et al. (2019) and (Sinaga & 
Oktaviani, 2020), who noted that without tailored strategies, teachers may struggle to engage all 
learners effectively. 

To address these challenges, teachers adopted several strategies, including participation in 
professional development, peer discussions, independent learning, the use of digital applications, and 
the formation of study groups. Most participants emphasized peer collaboration as a valuable resource, 
as it allowed them to share knowledge, exchange classroom strategies, and boost confidence. At the 
same time, digital tools such as Duolingo, Quizziz, and ChatGPT were widely adopted as cultural 
resources for vocabulary building, pronunciation practice, and lesson preparation. Together, these 
strategies reflect an adaptive and resourceful approach, though one that remains heavily dependent on 
individual initiative rather than systemic support. 

Interpretation through Sociocultural Theory 

Vygotsky’s Sociocultural Theory provides a useful lens for interpreting these findings. First, the 
emphasis on peer discussions and study groups illustrates the role of social interaction in teacher 
development. Across cases, teachers benefited from colleagues’ guidance, an example of scaffolding 
that enabled them to operate within their Zone of Proximal Development (ZPD). For instance, Rain’s 
consultations with colleagues helped her gradually improve classroom practice, showing how 
temporary support can lead to independent competence. This finding is consistent with  Uthaikun 
(2021), who demonstrated the value of mentoring in building teacher confidence. 

Second, the integration of learning applications and media highlights the role of cultural tools in 
mediated learning. Teachers’ use of apps like Duolingo and interactive platforms aligns with 
Namaziandost and Nasri (2019), who emphasized the transformative potential of digital resources in 
language education. These tools functioned as mediators that supported teachers’ professional growth 
despite their lack of formal training. 

Third, participation in professional development programs represents another form of scaffolding, 
where structured lesson plans and continuous feedback allowed teachers to function within their ZPD 
until they developed greater independence. As teachers became more confident, the external support 
was gradually reduced, illustrating Vygotsky’s principle of fading assistance. 

Finally, the practice of grouping students according to ability demonstrates how teachers addressed 
learner diversity by creating opportunities for peer learning. This reflects  Marzulina (2022) 
observation that collaborative approaches can balance social interaction with effective learning among 
students of varying abilities. 

Overall, the findings underscore that non-English major teachers rely heavily on social interaction, 
cultural tools, and scaffolding mechanisms to overcome their challenges. While these strategies 
demonstrate resilience, they also reveal systemic gaps that leave teachers dependent on informal 
networks and self-initiated efforts. By applying Vygotsky’s Sociocultural Theory, this study 



114 English Language Teaching Educational Journal   ISSN 2621-6485 

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 Purwanti, E. & Prasanti, S. Y. (Students’ reflections on integrating theory and practice in translation…..) 

highlights the crucial role of collaborative learning and digital mediation in compensating for the 
absence of formal training. These insights not only confirm existing research but also extend it by 
showing how peer modelling and technology adoption shape teacher development in the Indonesian 
elementary school context. 

4. Conclusion 

This qualitative study investigated the challenges and strategies employed by non-English major 
teachers in teaching English to elementary school students in Indonesia. The findings revealed six key 
challenges: pronunciation difficulties, limited vocabulary, mother tongue interference, limited 
teaching skills, large class sizes, and diverse student characteristics. To address these challenges, 
teachers employed various strategies, including participating in professional development programs, 
conducting peer consultations, pursuing independent learning, utilizing learning technology and 
interactive media, and forming study groups. The analysis using Vygotsky's Sociocultural Theory 
highlighted the importance of social interactions, cultural tools, and scaffolding in overcoming these 
challenges. Teachers can strengthen their instructional effectiveness in pronunciation, vocabulary 
usage, and learner engagement through scaffolded support and targeted technological tools. The study 
underscores the critical need for ongoing professional development and support for non-English major 
teachers to improve their teaching practices and student learning outcomes. This study contributes to 
the under-researched area of non-English major teachers in Indonesian public elementary schools, 
providing empirical insights that can inform both policy and teacher training models rooted in 
sociocultural learning principles. Given the limited participant pool and regional focus, future studies 
should explore larger, more diverse populations across Indonesia. Quantitative studies on student 
learning outcomes could further validate the strategies identified here. 

 

Acknowledgment 

The authors thank all the participants who have shared their voices so that this study could be 

accomplished. The authors’ gratitude also goes to the anonymous reviewers for their constructive 

and substantial feedback so that this manuscript could be published and reach wider readers.  

 

Declarations 

Author contribution : The research was collaboratively undertaken by both authors, 
encompassing topic selection, proposal development, 
methodological application, data analysis, and the preparation of the 
discussion section. Author 1 assumed primary responsibility for 
managing the publication process, while both authors jointly 
contributed to covering the publication fee. 

Funding statement : No funding is available for this research. 

Conflict of interest : We declare that there are no competing interests. 

Ethics Declaration : As the authors, we confirm that this work has been written based on 
ethical research principles in compliance with our university’s 
regulations and that the necessary permission was obtained from the 
relevant institution during data collection. We fully support ELTEJ’s 
commitment to upholding high standards of professional conduct and 
practicing honesty in all academic and professional activities.   

Additional 
information 

: No additional information is available for this paper. 

 

 

 



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