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JOURNAL OF ENGLISH EDUCATION AND TECHNOLOGY 

Vol. 04 No. 02, June 2023, pp. 135-147 

Available online at: 

http://jeet.fkdp.or.id/index.php/jeet/issue/current 

ISSN: 2721-3811 (media online) 

 
Challenges Faced In Teaching English To Young Learners:  

A Case Study of Gresik Islamic School 

Ivan Nurseha 
Universitas Kiai Abdullah Faqih Gresik  

ivan.nurseha@gmail.com 
 

Abstract 
Teaching English to students who lack prior knowledge, have a different first language, and possess diverse 

cultural backgrounds presents a significant challenge. This study employed a case study design to explore the 

perspectives of teachers regarding the instruction of English to young learners attending an Islamic school in 

Gresik, Indonesia. The study involved six English teachers from the selected school as participants. A 

qualitative methodology was utilized, and data were collected through interviews. The findings indicate that 

the teachers who participated in the study faced various challenges during their teaching, including (1) limited 

prior knowledge of English, (2) lack of motivation, (3) negative attitudes towards the English language, (4) 

time constraints for English study, (5) inadequate teaching and learning resources, (6) disorderly classroom 

environments, and (7) speaking anxiety. With assistance from others, the creativity of teachers, and 

collaborations with their peers, the teaching and learning process can be facilitated under certain conditions. 

Keywords; English Young Learners (EYL), Elementary school, English teacher, and teacher perception. 

 

http://jeet.fkdp.or.id/index.php/jeet/issue/current
http://u.lipi.go.id/1580741566
mailto:ivan.nurseha@gmail.com


135 
 

I. INTRODUCTION 

Teaching English to students with no 

prior background, a diverse first language, 

and varying personalities is indeed 

challenging. Some teachers find it difficult to 

establish connections with the material, 

choose suitable teaching methods, and 

explain concepts clearly (Aziz, 2020). They 

may underestimate the challenges involved, 

assuming that the material is 

straightforward for them, but fail to consider 

the confusion it may cause to students who 

are unfamiliar with the given vocabulary. 

Learning a foreign language like English can 

be especially challenging for students who 

struggle to acquire an extensive vocabulary. 

While it might be easy for teachers, it proves 

difficult for some students (Aprilliani, 2021). 

The primary concern lies not only in 

the teachers' subject knowledge but also in 

their background knowledge, methods, and 

prior experiences with teaching and learning 

strategies, which significantly impact the 

English teaching process (Aziz, 2019). It is 

essential for teachers to be well-versed in 

various teaching and learning methods. This 

study aims to investigate the obstacles 

encountered while teaching English as a 

foreign language and how teachers address 

them by utilizing their creativity (Ilyas, 

2018).  

Numerous researchers have conducted 

studies in the field of teaching and learning 

English as a foreign language, exploring 

various aspects such as the challenges faced 

by teachers and students, potential solutions 

to address these issues, and other related 

topics. These investigations have been 

approached from diverse perspectives, 

including those of teachers, students, and 

even parents. It is evident that issues arise 

within the teaching and learning process, not 

confined to the English subject. 

In recent times, there has been a 

notable increase in studies that specifically 

examine students' perspectives. For 

instance, (Sabelina, 2021) conducted a 

research study that delved into students' 

perceptions of English learning materials 

during full online learning within the 

Indonesian senior high school context. 

Additionally, (Andriyani, 2022) conducted a 

study that focused on students' perceptions 

of learning English through blended learning, 

utilizing an explanatory mixed-method 

research design. Both studies emphasize the 

importance of understanding students' 

perspectives in the learning process. 

In a study conducted by (Mohammad, 

2021), the focus was on examining the 

challenges faced by young second language 

learners in reading, specifically in terms of 

accuracy, comprehension, and reading speed, 

utilizing the Neale Analysis of Reading 

Ability test. Another research by (Nenotek, 

2022) explored the difficulties students 

encounter when writing English academic 

essays and identified the prevailing 

challenges using a mixed-method approach. 

While studies on teachers' perceptions are 



136 
 

relatively limited in recent literature, this 

study aims to contribute to the existing of 

knowledge by investigating teachers' 

perceptions of teaching English to young 

learners in an Islamic-based elementary 

school. The study aims to answer the 

following research questions: 

1. What are the difficulties encountered by 

teachers when teaching English as a 

foreign language to young learners in an 

Islamic school? 

2. How do teachers handle and address these 

challenges in their teaching practices? 

II. LITERATURE REVIEW 

There have been numerous studies 

dedicated to exploring the challenges in 

teaching and learning English skills. For 

example, (Humairoh, 2021) conducted 

research on students' writing difficulties and 

identified that the main obstacle lies in 

organizing grammatical structures, 

including verb agreement, tenses, 

punctuation, spelling, and sentence 

structures. The study utilized various 

research instruments such as non-test 

instruments, close-ended questionnaires, 

documents, and semi-structured interviews. 

The findings revealed that students faced 

difficulties in utilizing grammar rules related 

to subject-verb agreement, tenses, 

punctuation, spelling, and sentence 

structure. It was concluded that reading 

extensively prior to writing can be a solution 

to alleviate students' difficulties in writing 

essays. 

In a similar case, (Husni, 2020) 

conducted a study to examine the challenges 

faced by teachers in teaching English within 

an Indonesian state senior high school 

setting. Employing a descriptive qualitative 

method, the research revealed several issues 

encountered by teachers, including: 1) a lack 

of student interest in learning, particularly in 

English language lessons, 2) limited 

availability of school facilities to support 

instructional media, 3) difficulties in 

maintaining student focus and concentration 

during lessons, 4) limited teaching hours, 

and 5) unstimulating classroom 

environments. Similarly, (Zamzami, 2019) 

conducted research on the teaching and 

learning of English in an Islamic primary 

school located in Gresik. The study shed 

light on how the curriculum, teaching 

methods, and teachers' perspectives 

collectively influence the approach to 

English instruction in the school. 

The available literature has examined 

various aspects such as teaching and learning 

techniques, specific skill difficulties, and 

challenges in teaching English at the Senior 

High School level. However, there is a 

scarcity of research focusing on the 

Elementary School context. Therefore, the 

present study aims to investigate the 

challenges faced by Elementary School 

teachers in teaching English to young 

learners, specifically in an Islamic school 

located in East Java. To contribute to the 

existing literature, this study was conducted 



137 
 

to depict the challenges encountered by 

English as Foreign Language (EFL) teachers 

in teaching young learners. Additionally, the 

study aimed to explore the strategies 

employed by these teachers to address these 

challenges. The findings of this research are 

anticipated to provide insights into effective 

teaching strategies employed by teachers in 

the Early Years English Language (EYL) 

context and shed light on the specific 

challenges they encounter in their 

instructional practices.  

III. RFESEARCH METHODS 

The research focuses on a specific 

private Islamic school situated in Gresik city, 

East Java. This school operates as an 

Elementary school and emphasizes a 

"bilingual and full-day school" approach. It 

employs a total of 37 teachers and caters to 

approximately 400 students across first to 

sixth grade. Apart from the Indonesian 

language, this school also incorporates 

Arabic and English into its curriculum. 

Among the six English language teachers, 

two do not possess a Bachelor's degree in 

English Education. Additionally, some of the 

teachers also serve as homeroom teachers, 

responsible for subjects within their 

assigned area. 

RESEARCH DESIGN 

The current study utilized a qualitative 

approach, which aligns with (Berg's, 1989) 

definition of qualitative research focusing on 

capturing the meaning, concepts, 

characteristics, and descriptions of 

phenomena through methods such as 

interviews. The research design employed for 

this study was a case study. Data collection 

involved conducting face-to-face interviews 

with the participants, with each interview 

lasting approximately ten minutes. The 

interviews were conducted in the Indonesian 

language. The researchers prepared a set of 

five main questions, accompanied by three to 

five additional questions, resulting in a total 

of eight to ten questions in each interview. 

The interview questions covered topics such 

as the teachers' years of experience in 

teaching English, the challenges they 

encountered, the strategies they employed to 

address these challenges, the need for 

assistance from other teachers, and whether 

the challenges stemmed from the students 

themselves. The researchers recorded the 

interviews and transcribed them into 

written text for analysis. The research 

participants consisted of six English teachers 

from an Islamic school located in Gresik, 

East Java, Indonesia. 

NO NAME GENDER 
TEACHING 

EXPERIENCE 

1 
Abdul 
Halim 

Male 10 years 

2 
Achmad 

Fachruddi
n 

Male 6 years 

 3 Hilmi Male 4 years 
4 Nasrullah Male 7 Monts 

5 
Safinatul 
Hikmah 

Female 5 years 

6 
Luluk 

Wardah 
Female 9 years 



138 
 

DATA ANALYSIS 

In analyzing the data, the researchers 

initially reviewed relevant theories to 

validate the collected data. The recorded 

interviews were transcribed, and in the 

second step, the researchers conducted an 

analysis by comparing the theory with the 

data transcripts, which represented the 

participants' responses during the 

interviews. Finally, the researchers drew 

conclusions based on their analysis. The 

recorded data primarily focused on the 

participants' words and sentences, providing 

a deeper understanding of how the teachers 

addressed the challenges encountered in 

teaching English to young learners, as 

conveyed by the participants themselves. 

IV. FINDINGS 

English teaching and learning can 

become monotonous if teachers lack 

creativity and a thorough understanding of 

the material. For instance, incorporating 

games into the teaching and learning process 

can make it more engaging compared to 

traditional writing activities. Similarly, 

Armanda (2022) highlighted that 

gamification can enhance the enjoyment of 

learning while simultaneously motivating 

student performance. The traditional 

method of writing on the whiteboard and 

having students copy them is outdated. In 

the present era, it is crucial for teachers to 

employ dynamic approaches that bring the 

classroom to life. 

Fortunately, the teachers in this 

Islamic school have demonstrated 

remarkable creativity, enabling them to 

overcome many of these challenging 

problems. However, it is important to note 

that their collective efforts and solutions are 

the result of ongoing discussions among the 

six teachers. In this study, the researchers 

will provide a detailed explanation of each 

challenge and how it was addressed by the 

teachers. 

Non-English Prior knowledge: 

“Students who have prior knowledge of English 
from their time in kindergarten will find 
learning English easier compared to those who 
do not have any prior exposure. Therefore, the 
ease or difficulty of learning English is 
influenced by the students' individual 
background knowledge.” 

In each grade, there are a total of 80 

students. However, only 35 students in the 

current year have graduated from an English 

kindergarten school, giving them a wider 

background knowledge of basic English 

compared to their peers. Smith (2021) 

emphasizes that background knowledge has 

a differential impact on stronger and weaker 

readers. Some students may perceive these 

English kindergarten graduates as experts in 

English, even though they simply had the 

advantage of learning it earlier. The teachers 

in this case leverage this situation to foster 

motivation among all students. The students 

with prior knowledge are encouraged to 

share their knowledge with their peers, 

promoting collaboration in groups or pairs. 

Lack of Motivation: 



139 
 

”Some students exhibit a lack of motivation in 
learning English and question its importance by 
asking, "Miss, why do we have to learn English? 
It's difficult." However, they may not realize 
that English is widely used in various contexts 
and settings.” 

According to Riyanti (2019), some 

students lack motivation to learn English 

despite it being a compulsory foreign 

language for secondary students. They often 

question the relevance of learning English. 

However, motivation and ambition play 

crucial roles in the teaching and learning 

process. Similarly, Yuzulia (2021) found that 

students' motivation is closely related to 

their performance and achievement in 

learning. In order to address the lack of 

motivation, teachers can engage students by 

asking them about their future aspirations. 

For example, if a student wants to become a 

police officer, teachers can highlight the 

importance of English in communicating 

with foreigners. Likewise, for students 

aspiring to become doctors, teachers can 

emphasize the need for English proficiency 

when dealing with international patients. 

To provide students with motivation, 

teachers can ask them about their future 

aspirations. This can serve as a reference 

point for students. For instance, if a student 

expresses a desire to become a police officer 

or soldier, teachers can emphasize the 

importance of English proficiency in those 

professions. They can explain that being 

unable to speak English might hinder their 

ability to communicate with foreigners who 

may have inquiries or need assistance. The 

intention is not to scare students, but rather 

to inspire and motivate them to acquire 

English language skills. 

Negative perceptions of the English 

language: 

“Due to English being a second language, many 
students perceive it as difficult. It is common for 
them to express their struggles and claim that it 
is the most challenging subject. They may use 
various reasons to justify their difficulties, 
without making an effort or attempting to 
overcome them. The most challenging situation 
occurs when they firmly believe that English is 
the most difficult subject they have to learn.” 

English is often perceived as the most 

difficult subject because students have 

limited exposure to it in their everyday lives. 

Sutra (2020) discovered that students rarely 

engage with English lessons outside of 

school and do not gradually build their 

English vocabulary. In their daily 

conversations, they are more comfortable 

speaking Indonesian or their local language, 

which makes them feel unfamiliar with even 

basic English words. To address this, 

teachers can take action by introducing 

common English words and simple 

questions to the students. For example, they 

can use greetings like "Hello, how are you?" 

or give instructions in English such as "Close 

the door!" or "Open page 23!" These strategies 

can help students gain confidence in 

speaking English and expand their 

vocabulary. 

“One effective approach is to give commands 
or instructions in English for basic and general 
tasks. For instance, instead of saying "Tolong 



140 
 

tutup pintunya" (Please close the door), teachers 
can use English and say "Please close the door." 
By incorporating English commands in daily 
classroom routines, students become more 
familiar with using English in practical 
situations. 

However, in the sixth grade, I was surprised 
to hear some students saying, "Why should I 
learn English when I will continue my studies at 
Islamic boarding schools after graduation?" 
This statement caught me off guard.” 

"I don't care about English. I will not 

learn English anymore because I am going to 

continue my study at Islamic boarding 

schools." This statement was found in 

Husna's (2019) article, which highlights the 

significance of English as the world's largest 

language and its status as an international 

language. In the context of this Islamic 

school in Gresik, the teachers collaborate 

with parents, recognizing the crucial role of 

adults in a child's learning process (Cahyati, 

2019). 

If the students are planning to continue 

their studies at Islamic boarding schools, it is 

advisable for parents to seek schools that 

offer English as a subject. English holds 

immense importance as an international 

language widely used across the globe 

(Husna, 2019). Furthermore, Khalili (2021) 

suggests that English is often used in 

conjunction with other languages in many 

countries, rather than being the sole medium 

of communication. These factors can be used 

to persuade students to continue their 

English learning journey. 

“My daughter is also in the sixth grade, and 
she has already informed her mother about her 

future plans. She said, "Mom, when I go to an 
Islamic boarding school, please make sure to 
find a school that offers English as a subject, 
okay?" 

Time constraints for studying English: 

“Another challenge that teachers face is the 
limited time available for English lessons. In our 
school, students only have two class periods, 
which amounts to approximately 60 minutes, to 
cover the material, assign tasks, assess their 
performance, and provide practice without 
assigning any homework. It is a school policy 
that prohibits us from giving homework. 
Therefore, all the instructional material, 
assignments, and assessments need to be 
completed within that allocated time frame.” 

English classes in school typically have 

duration of 60-90 minutes per week, which 

is relatively limited for effective English 

learning. Therefore, it is crucial for students 

to supplement their learning at home with 

the support of their families. In line with the 

school's motto of "school without 

homework," English teachers are responsible 

for completing the instructional material, 

assigning tasks, and assessing students' 

work within the school hours. The students 

receive their books during class and return 

them at the designated time. 

Insufficient teaching and learning devices: 

“One of the main challenges I face is when I 
encounter a class that does not have access to an 
LCD. As a teacher, I rely on using videos from 
YouTube as a learning media, including "The 
Portrait of Challenges in Teaching English to 
Young Learners." However, without the 
availability of an LCD, I am unable to play the 
videos, which makes it difficult to deliver the 
material effectively to that particular class.” 

The effectiveness of a lesson plan is 

highly dependent on the availability of 



141 
 

proper teaching and learning devices. 

Without suitable tools, the learning process 

in the classroom may not be successful. 

Kholisoh's (2018) study supports the notion 

that using fun and engaging media is well-

received by students, especially young 

learners. Fortunately, in this case, the six 

teachers in the study form a supportive team. 

If Miss A encounters any limitations in her 

teaching process, she can rely on Miss B, who 

can then turn to Miss C, and so on. They have 

established a system of mutual support, 

allowing them to count on each other when 

needed. 

Messy classroom conditions: 

“Maintaining student focus in the classroom 
can be a challenging task. Many students tend to 
engage in conversations with their friends, 
daydream, or even feel sleepy during class. One 
common issue is the tendency for students to 
engage in conversations with their peers, making 
it difficult for them to pay attention to the 
teacher's explanations. This can pose challenges 
in delivering the material effectively and hinder 
students' ability to comprehend and retain the 
information being taught. Additionally, some 
students may resort to drawing or writing on 
their desks, further diverting their attention 
away from the lesson.” 

Ensuring students' focus and 

engagement in the classroom can indeed be a 

challenging task. Students may become 

absorbed in their own thoughts, feel drowsy, 

or indulge in daydreaming, making it 

difficult for them to pay attention to the 

teacher's instructions or explanations. 

However, research by Cicekci (2019) 

suggests that teachers can enhance student 

engagement by demonstrating a genuine 

interest in their students, adopting a positive 

approach, and employing diverse teaching 

methods tailored to individual students' 

learning levels. These strategies can help 

capture students' attention and make the 

learning experience more interactive and 

meaningful. 

To address the challenge of maintaining 

student focus and engagement in the 

classroom, the teachers employ English 

songs as icebreakers. Fitriana (2021) 

supports the use of songs as a learning 

medium in the classroom. For instance, they 

may use the song "If You're Happy and You 

Know It" and have students clap their hands 

accordingly. Moreover, when students 

engage in conversations with their friends, 

teachers can use English icebreakers to 

redirect their attention. Astuti (2020) found 

that icebreakers are effective in creating a 

more relaxed and comfortable atmosphere in 

the classroom. An example of an icebreaker 

activity is the rhythmic clapping sequence: 

"Everybody claps one (students clap once), 

clap two (students clap twice), silent clap 

(ssstt sstt), silent clap (ssstt sstt), silent 

(sssstttt)." This icebreaker activity helps 

refocus students' attention on the lesson 

material, as emphasized by Aniuranti (2021), 

who highlights the role of icebreakers in 

preparing students for class participation 

and introducing the upcoming lesson. 

“One of the most commonly used icebreakers 
in my class is the song "Clap Your Hands." The 
song's lyrics go, "If you're happy and you know 
it, clap your hands (clap clap clap)," and 



142 
 

students enthusiastically follow the instructions 
by clapping their hands three times. The phrase 
"clap your hands" can be substituted with 
various other actions or words to re-engage and 
energize the students, helping them regain focus 
and attentiveness.” 

Speaking anxiety: 

“Despite being capable of speaking, some 
students may exhibit shyness or reluctance to 
actively participate in speaking activities. This 
can be attributed to a lack of practice or 
confidence in their speaking skills.” 

Initially, students may lack the 

confidence to speak, even for simple words or 

phrases. Studies by Kencanawati (2016) and 

Jaelani (2020) suggest that speaking is often 

perceived as a challenging skill due to various 

factors, including fear of making mistakes, 

shyness, and lack of confidence in 

pronunciation, vocabulary, and grammar. To 

address this, teachers collaborate with class 

teachers to incorporate English into daily 

routines, such as leading prayers in English 

before studying or engaging in other 

activities like eating or going home. By 

integrating English into familiar and routine 

contexts, students can gradually build their 

confidence and speaking skills. 

“At this school, daily conversations, 
including prayers, are mastered by both 
teachers and home teachers themselves. These 
simple phrases and commands can serve as a 
reference for students. For instance, before 
starting activities like eating or studying, 
students always begin with a prayer. Teachers 
can utilize English to give commands before the 
prayer, such as "Everybody hands up, on the 
shoulder, in front of the chest, praying before the 
study, praying start." Through this approach, 
students indirectly learn vocabulary related to 

body parts, such as chest and shoulder, and 
practice actions like raising their hands.” 

In summary, the teachers in this 

elementary school face seven challenges in 

teaching English as a foreign language. These 

challenges primarily stem from the students 

themselves. The interview data revealed that 

some students lack background knowledge 

in English, have low motivation, hold 

negative perceptions of English prior to 

trying, and struggle with speaking 

confidently. Additionally, there are technical 

challenges related to limited time for English 

instruction, classroom conditions that may 

be chaotic, and a lack of adequate teaching 

and learning devices. 

V. DISCUSSION 

Based on the findings, the creativity of 

teachers plays a vital role in addressing each 

challenge. Roustae (2015) also emphasizes 

that teachers' perspectives on creativity can 

significantly impact students' learning 

process. The way teachers deliver the 

material, select teaching methods, and 

choose appropriate learning media are 

crucial in the teaching and learning journey. 

While many individuals may have a good 

understanding of English content, not all of 

them can effectively convey the material to 

students without employing suitable 

instructional methods. Furthermore, 

Nurhayati (2021) suggests that teachers 

should enhance their skills in creating 

learning media, as it is essential for 

improving students' learning outcomes and 



143 
 

motivating them to learn. Teachers must 

develop their own learning media to identify 

the most suitable ones for their students. 

The initial findings indicate that the 

impact on students can vary depending on 

the kindergarten they attended. It is 

important to note that background 

knowledge is something that can be 

developed and cultivated. As highlighted by 

Souisa (2020) in "The Portrait of Challenges 

in Teaching English to Young Learners," 

teachers can assist students in building the 

necessary background knowledge. 

Therefore, the varying capacities of students' 

background knowledge should not be a 

hindrance, as it is the responsibility of 

teachers to foster, activate, and enhance their 

students' background knowledge. 

The challenges faced by students in 

learning English are interconnected. The lack 

of motivation and negative perceptions of 

English contribute to difficulties in focusing 

and feeling sleepy in class (Aziz & Dewi, 

2019). Consequently, students may lack 

confidence in speaking. It is crucial for 

parents to play an active role in motivating 

their children. Effective collaboration 

between teachers, parents, and students is 

essential in the teaching and learning process 

to address these challenges. 

Latifah and Sitti (2021) conducted a 

study focusing on students' insufficient 

motivation in learning English. The study 

revealed that some students show disinterest 

and lack motivation in learning English. 

These students are primarily concerned with 

achieving passing scores without actively 

engaging with the teacher's explanations. 

Consequently, they exhibit low English 

competency. The study highlights the 

correlation between students' motivation 

levels and their English language proficiency. 

Indeed, the lack of teaching and learning 

devices and limited study time are challenges 

that the school needs to address. It is crucial 

for the school to create a conducive and 

enjoyable learning environment for students. 

In addition to providing appropriate 

materials and achieving learning targets, the 

school should prioritize students' comfort 

during the learning process. If teachers feel 

that the allocated time is insufficient, the 

school can consider establishing an English 

club for students outside of the regular 

weekly schedule. This will provide 

additional opportunities for students to 

engage with the English language in a fun 

and relaxed setting. 

The sixth challenge is the messy 

classroom conditions, which contribute to 

students feeling sleepy and struggling with 

unfamiliar words. To address this, teachers 

can familiarize students with the words by 

repeating them consistently and using them 

in various contexts. Continuous repetition 

helps students memorize and automatically 

apply the words in sentences. Additionally, 

parents can support their children's learning 

by paying closer attention to what they have 

learned in school and conducting additional 



144 
 

drills at home. This collaboration between 

teachers, students, and parents can be 

mutually beneficial. Teachers can facilitate 

easier drills, students can acquire more 

vocabulary, and parents can be satisfied with 

their child's progress. Pek (2020) highlights 

the significant impact of parental 

involvement on a child's academic 

achievement. 

The research conducted by Mihara 

(2018) explores the issue of students falling 

asleep at Japanese universities, which is a 

common phenomenon. Several potential 

reasons for this phenomenon are identified, 

including everyday fatigue from commuting, 

difficulty in maintaining concentration 

during a 90-minute lesson, and lack of 

motivation to learn. The study also suggests 

that conducting a vocabulary test at the 

beginning of class proved to be an effective 

method of motivating students. While there 

is a similarity between this study and the 

present study in terms of the challenges faced 

in teaching English as a foreign language, the 

difference lies in the number of challenges 

identified. The present study identifies eight 

challenges and proposes solutions, whereas 

the previous study only identified three 

challenges. 

In a previous study conducted by 

Husni (2020), similar to the present study, 

the challenges faced by teachers in teaching 

English as a foreign language were discussed. 

However, there is a difference in the number 

of problems identified. Husni (2020) 

identified five problems, whereas the present 

study found eight challenges. Interestingly, 

the three additional problems identified in 

this research were also found in Husni's 

(2020) study. Another previous study by 

Humairoh (2021) focused on students' 

perceptions and specifically examined the 

writing skills in teaching and learning 

English as a foreign language. In contrast, the 

present study covers a broader scope of 

teaching and learning English in general and 

examines the perceptions of teachers rather 

than students. It is hoped that this research 

will provide valuable insights for other 

researchers conducting studies related to 

this topic. Furthermore, future researchers 

can explore students' perceptions in 

addressing the challenges of learning English 

as a foreign language, thereby contributing to 

a more comprehensive understanding of the 

subject. 

In conclusion, the challenges faced by 

teachers in teaching English as a foreign 

language predominantly stem from the 

students themselves. The findings discussed 

above reveal that students lack confidence in 

speaking, struggle to maintain focus, easily 

feel sleepy, perceive English as difficult, lack 

motivation, and hold negative perceptions of 

English. These student-related issues pose 

challenges for teachers. To ensure a 

successful teaching and learning process, the 

active participation and collaboration of 

students, teachers, and parents are crucial. 

The collective effort and support of all 



145 
 

stakeholders are necessary to create a 

conducive learning environment and 

facilitate effective teaching and learning 

experiences. 

VI. CONCLUSION 

Teaching English as a foreign 

language presents various challenges, 

particularly in an environment where 

English has limited practical use 

(Songbatumis, 2017). English teachers in this 

Islamic School in Gresik face several 

challenges, including students' lack of prior 

English knowledge, low motivation, negative 

perceptions of the English language, time 

constraints, inadequate teaching and 

learning resources, messy classroom 

conditions, and speaking anxiety. 

Despite these challenges, teachers 

can overcome them by utilizing their 

creativity, seeking assistance from others, 

and collaborating with other stakeholders. 

By addressing these challenges, the teaching 

and learning process can proceed smoothly. 

This research aims to provide valuable 

insights for readers, particularly researchers 

interested in conducting studies related to 

this subject matter. 

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