Abstract
This qualitative study aimed to explore the challenges faced by Junior High School English teachers in teaching struggling students, specifically in the areas of Comprehension, Vocabulary, Pronunciation, and Fluency. Additionally, it sought to uncover the coping strategies employed by these teachers to address these challenges and recommend effective teaching strategies for enhancing English language skills. Ten Junior High School English teachers willingly participated in one-on-one semi-formal interviews, with their responses serving as the primary data for the study. Thematic analysis was used to analyze the gathered data. The study revealed several challenges encountered by teachers. In the area of fluency, challenges included learners' difficulty in comprehending words and ideas, poor vocabulary skills, and student reluctance to learn. Regarding vocabulary, struggling learners faced comprehension difficulties and struggled with understanding basic English words and concepts. Pronunciation challenges involved common speech faults like substitution, mispronunciation, and slurring. In the area of comprehension, challenges included difficulty in constructing simple sentences, slow reading speed, and reading difficulties. To address these challenges, teachers employed diverse teaching strategies, including peer tutoring, interactive activities, games, and the integration of information and communication technology (ICT) in learning. In conclusion, teaching struggling learners posed significant challenges, but English teachers effectively addressed these challenges through the implementation of suitable teaching strategies and activities. Identifying the root causes of these challenges was instrumental in developing coping mechanisms and nurturing English proficiency among Junior High School students. The teachers' initiative and creativity played a pivotal role in enhancing students' English language skills, which are valuable in their senior high school and tertiary education.
