Analysis of the use and suitability of english teaching materials and media in elementary schools: teachers’ perspectives and learning challenges

Abstract

This study aims to analyze the use and appropriateness of English teaching materials in elementary schools from the perspective of teachers, with a particular focus on the challenges they face during implementation. The research specifically investigates how English teaching materials are implemented in the classroom, how relevant they are to students’ needs, and what obstacles arise during its implementation. The method used in this study was a mixed-method approach, combining quantitative data collected through questionnaires and qualitative insights obtained from in-depth interviews with English teachers from several elementary schools. The findings show that although official textbooks are still the main source of teaching material, many teachers still complement them with digital resources such as videos, songs, and interactive media. These additions are used to make lessons more engaging and to help students better understand the content. However, teachers report facing several challenges, including limited supporting infrastructure, a lack of audiovisual materials, and the limited of English learning media as teaching resources, which often makes it difficult for both teachers and students to fully grasp the material. Many teachers express a great need for more diverse and contextually relevant materials that include audiovisual support in every chapter and bilingual content (Indonesian and English). They believe these improvements would help create a more effective, inclusive, and student-friendly learning experience in English classrooms.