EXPLORING TEACHERS CHALLENGES IN TEACHING ENGLISH VOCABULARY IN A RURAL ELEMENTARY SCHOOL IN BOJONEGORO

Ulul’azmi, Putri Khafita (2026) EXPLORING TEACHERS CHALLENGES IN TEACHING ENGLISH VOCABULARY IN A RURAL ELEMENTARY SCHOOL IN BOJONEGORO. Diploma thesis, IKIP PGRI BOJONEGORO.

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Abstract

Ululazmi,Putri Khafita. (2026). “Exploring Teachers Challenges In Teaching English Vocabulary In A Rural Elementary School In Bojonegoro.” Skripsi. English Edu-cation Department, Faculty of Languages and Arts Education, IKIP PGRI Bojonegoro. Advisors: (I) Meiga Ratih Tirtanawati, M.Pd. (II) Dr. Refi Ranto Rozak, M.Pd. Keywords: teacher challenges, English vocabulary, rural elementary school Vocabulary is one of the most essential components of English language learn-ing, as it underlies the development of listening, speaking, reading, and writing skills. However, teaching English vocabulary in rural elementary schools remains challenging due to limited educational facilities, teachers whose educational background is not in English Language Education, and students' low motivation to learn English. This study aimed to explore the challenges experienced by teachers in teaching English vocabulary in rural elementary schools in Bojonegoro Regency and to describe the factors contrib-uting to these challenges. This study employed a descriptive qualitative research design. Data were collected from two English teachers through semi-structured interviews, non-participant observation, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña (2014), consisting of data condensation, data display, and conclusion drawing and verification. The research was conducted at SDN Ngablak 1 and MI Al-Islam, two rural elementary schools in Ngablak Village, Dander District, Bojonegoro Regency. The findings revealed that teachers encountered four ma-jor categories of challenges, namely pedagogical, professional, institutional and contextu-al, and student-related challenges, which were influenced by student-related, teacher-related, school-facility, and environmental factors. The study concludes that improving English vocabulary instruction in rural elementary schools requires more interactive and contextual teaching strategies, continuous professional development for teachers, and im-proved educational facilities to support effective English language learning.

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