An Analysis of Low Achiever Students’ Difficulties in Learning English at SMA Negeri 7 Bulukumba

Nurul Latifa Amin; Muhammad Tahir; Muhammad Arham Basr

doi:10.34050/els-jish.v8i2.44768

Authors

Nurul Latifa Amin Universitas Negeri Makassar
Muhammad Tahir Universitas Negeri Makassar
Muhammad Arham Basr Universitas Negeri Makassar

DOI:

https://doi.org/10.34050/els-jish.v8i2.44768

Keywords:

Low Achiever, English Learning, Learning Difficulties, Rural Education, Technology In Learning

Abstract

This study focuses on the difficulties faced by low achiever students in learning English at SMA Negeri 7 Bulukumba, a rural school with limited educational resources. Using a descriptive qualitative case study, data were gathered from five low-performing students and two English teachers through interviews, observations, and documentation. Findings reveal that internal issues, such as low motivation, poor vocabulary, and grammatical difficulties, are compounded by external factors, including inadequate support, traditional teaching methods, and the unproductive use of technology. Although digital tools have potential, limited digital literacy and infrastructure hinder their effectiveness. The study calls for contextualized teaching, teacher training, and improved technological support to enhance English learning for low achievers in rural areas.

References

This study focuses on the difficulties faced by low achiever students in learning English at SMA Negeri 7 Bulukumba, a rural school with limited educational resources. Using a descriptive qualitative case study, data were gathered from five low-performing students and two English teachers through interviews, observations, and documentation. Findings reveal that internal issues, such as low motivation, poor vocabulary, and grammatical difficulties, are compounded by external factors, including inadequate support, traditional teaching methods, and the unproductive use of technology. Although digital tools have potential, limited digital literacy and infrastructure hinder their effectiveness. The study calls for contextualized teaching, teacher training, and improved technological support to enhance English learning for low achievers in rural areas.