ASSESSING TEACHERS’ READINESS AND CHALLENGES IN IMPLEMENTING MOBILE-ASSISTED LANGUAGE LEARNING (MALL) IN RURAL AREAS

2026-04-28T23:14:00+07:00

This study seeks to investigate the readiness of English teachers and the obstacles they face in adopting Mobile-Assisted Language Learning (MALL) in rural areas of Mandrehe Utara Sub-district, West Nias Regency, North Sumatra. Using a qualitative research design grounded in a phenomenological approach, data were collected through semi-structured in-depth interviews, non-participant classroom observations, and document analysis involving eight English teachers from five different schools. The results indicate that teachers’ readiness falls within low to moderate levels. While attitudinal readiness appears relatively favourable, both knowledge-based and practical readiness remain notably limited. The study further identifies four major challenges: inadequate technological infrastructure, limited digital literacy among teachers, a lack of sufficient institutional support, and pedagogical issues related to classroom management. Based on these findings, the study suggests the need to prioritise the improvement of digital infrastructure, provide context-sensitive professional development, and formulate school policies that clearly encourage the integration of mobile technology into English language instruction in remote rural contexts.

THE URGENCY OF UTILIZING THE NIAS LANGUAGE IN PRIMARY EDUCATION AS A FORM OF CULTURAL HERITAGE PRESERVATION

2026-04-28T23:13:37+07:00

This study investigates the urgency of utilizing the Nias language in primary education in South Nias as a form of cultural heritage preservation. The research aims to examine how the integration of the Nias language into classroom instruction contributes to students’ understanding, cultural identity, and engagement in learning. A qualitative descriptive method was employed through interviews, classroom observations, and document analysis involving teachers, students, and community members. The findings reveal that the use of the Nias language in learning activities enhances students’ comprehension of instructional content, especially in early grades, as it bridges the gap between school knowledge and students’ daily experiences. In addition, the integration of local language strengthens students’ cultural awareness and pride in their heritage. The study also shows that students become more active, confident, and motivated when learning is delivered using their mother tongue alongside Indonesian. However, challenges such as limited teaching materials and lack of structured policy support still exist. Despite these challenges, the findings emphasize that the Nias language plays a crucial role in both improving educational effectiveness and preserving cultural identity. Therefore, the utilization of the Nias language in primary education is highly urgent and should be systematically supported to ensure sustainable cultural heritage preservation in South Nias.

Research on English Language Education

ASSESSING TEACHERS’ READINESS AND CHALLENGES IN IMPLEMENTING MOBILE-ASSISTED LANGUAGE LEARNING (MALL) IN RURAL AREAS

THE URGENCY OF UTILIZING THE NIAS LANGUAGE IN PRIMARY EDUCATION AS A FORM OF CULTURAL HERITAGE PRESERVATION