Journal Review

English Teaching Metodts Two EFL Learners

This review journal was made to fulfill
English language assignments

ARRANGED BY : GROUP 3 /CLASS: B-3

Name : Npm :

MARAGINDA HALOMOAN LUBIS 1808230125

TAUFIK MARPAUNG

BAGUS SUWANDI
KHAIRUL FAHMI

FACULTY OF MECHANICAL ENGINEERING

MUHAMMADIYAH UNIVERSITY OF SUMATERA UTARA
2018
 FOREWORD

Thank you we offer the presence of God Almighty because with mercy,
grace, and taufik and hidayah we can complete the assignment of a peer-reviewed
journal entitled English teaching methods for two EFL learners, to fulfill the
English course assignments in the first semester well. And I am very grateful to
Henny Mardiah, S.Pd, M.Pd. as the lecturer in English, who gave this assignment
to us.
The author really hopes that this review journal can be useful for readers
to know the contents of the journal along with the advantages and disadvantages of
the journal before reading it. Writing is also fully aware that in the riview journal
there are shortcomings and far from perfect words. Therefore, the author hopes that
there will be criticism, suggestions and suggestions to improve the review journal
that we have made in the future, considering that nothing is perfect without
constructive advice.

Medan Wednesday 28 December 2018

Group 3
 TABLE OF CONTENTS

FOREWORD

TABLE OF CONTENTS

CHAPTER I INTRODUCTION
A. Formulation Of The Problem
B. Objectives And Benefits Of Writing

CHAPTER II DISCUSSION
A. Journal Identity
B. Revew Journal

CHAPTER III ADVANTAGE AND LACK OF JOURNAL

A. Journal Advantage
B. Journal Shortage

CHAPTER IV CLOSING

A. Conclusion

B. Suggestions
 CHAPTER I INTRODUCTION

Review of the journal in the form of this paper contains the conclusions of
a journal entitled Teaching English as a Foreign Language in Libyan Schools:
Issues and Challenges and I will include it from this journal
In this review journal I will explain the problem through the following
discussion, hopefully it can be useful for the general reader and for the compilers
in particular
A. Problem Formulation
The problem statement in this journal writing review can be described as
follows.
1. How is the review or summary of the journal?

2. What are the advantages and disadvantages of the journal?

B. Purpose and Benefits of Writing

The purpose and benefits to be achieved by the compiler in the writing of this
review journal is to invite the reader to understand more deeply about the journal.
 CHAPTER II DISCUSSION

A.Journal identity

The journal identity to be reviewed is as follows.

Journal Title : Teaching English as a Foreign Language in Libyan

Schools: Issues and Challenges
Journal Name : English Teaching Metodts Two Efl Learners
Vol./Issue/pp/ID : 5/2 April 2016
ISSN : 2278-4012
Writer / Researcher : Mustafa Mubarak Pathan Al Tiyb Al Khaiyali
Zamzam Emhemmed Marayi
Place Of Research : Libyan Schools
Review By : Maraginda Halomoan Lubis

Taufik Marpaung

Bagus Suwandi
Khairul Fahmi

Available Online : https://www.researchgate.net/publication/313240240

B. Revew Journal

Teaching English as a Foreign Language in Libyan Schools: Issues and

Challenges

Mustafa Mubarak Pathan Al Tiyb Al Khaiyali Zamzam Emhemmed Marayi

Department of English Language and Translation Studies
Faculty of Arts, University of Sebha, Sebha, Libya

Introduction

the main objectives of the study are two folds: First, it explores major
problems faced by the Libyan EFL teachers so that the issue of the Libyan EFL
school teachers’ problems and difficulties emerges as the topic of academic and
research discussions and forces all those concerned with this problems to ponder
upon and take necessary steps in their capabilities to help overcome this problem.
This is because the nature of the problems faced by the Libyan EFL school teachers
is very significant one and deserves considerable attention from all those who are
in decision-making position and are capable enough to take necessary steps to
overcome this problem as the whole idea of incorporating English language
education in schools is at stake due the problems faced by the Libyan EFL teachers.
If proper steps are not taken, the aim and objectives of teaching English to the
Libyan learners may not be achieved despite spending considerable amount of
money for improving it.
Second, the paper would offer the exploratory nature of the problems,
difficulties and challenges faced by the Libyan EFL school teachers so that the
nature and scale of the problems become clearer. Hence, it could offer some
pedagogical suggestions which may be practical steps to overcome these problems
of the Libyan EFL school teachers.

Background to Teaching English in Libya

All the Libyan learners start learning English around the age of eleven, in
the fifth stage of their primary schooling. The textbooks of English studied by the
learners are not prepared and developed by the Libyan teachers or pedagogues but
by a British firm. This has many implications in the problems faced by the Libyan
EFL school teachers as well as by the learners as the textbooks are out of the local
needs, levels and socio-cultural touch and contribute to the problems faced both by
the teachers and learners as they are something which is imposed on them and lack
the localization of syllabus in its socio-cultural settings.
The country has centralized school education system whereby all the schools in
the country follow the same syllabus, same textbooks and course materials and all
the students are assessed at the same time. This helps in maintaining the
uniformity in schooling and education system in the country as all the Libyan
children study the same syllabus and same course material and textbooks though
they may be in/ from different regions of the country. The criteria for recruiting
the school teachers is also almost the same. However, this phenomenon also
implies the uniformity in the problems faced by the Libyan school teachers.
All the Libyan learners start learning English around the age of eleven, in
the fifth stage of their primary schooling. The textbooks of English studied by the
learners are not prepared and developed by the Libyan teachers or pedagogues but
by a British firm. This has many implications in the problems faced by the Libyan
EFL school teachers as well as by the learners as the textbooks are out of the local
needs, levels and socio-cultural touch and contribute to the problems faced both
by the teachers and learners as they are something which is imposed on them and
lack the localization of syllabus in its socio-cultural settings.
In Libyan schools, most English language teachers are Libyan
nationals and passing Bachelor in English from any university or institute is
sufficient to qualify for the post of English language teacher in school without any
requirement of special training /diploma in teacher training. Thus, most of the EFL
teachers lack specific training in teaching. The schools do have basic infrastructure
but lack advanced, and much required facilities like functional language labs and
other audio-visual aids to make teaching effective, interesting and dynamic. In
addition, most of the Libyan schools have large numbers of students of an average
40-50 students in a class. With this basic background, this paper seeks to address
the following questions:

Methodology
The study is exploratory in nature as it aims to investigate and identify
issues and challenges faced by the Libyan EFL school teachers in Libya. The
teachers’ questionnaires, informal discussions, and observation formed the
primary techniques of data collection.
Some teachers were also interviewed individually to know any other
personal problems faced by them which they could not discuss in front of all due to
various reasons. Five randomly chosen schools in Sebha were also observed in
order to gain insight into the availability of various teaching aids and infrastructures
for effective teaching of English as a foreign language. Besides, the students
studying in the department of English also became a source of information on
various aspects of issues related to English language teaching and learning issues.
Procedures of data collection
One hundred questionnaires were sent to different schools in different parts
in Libya to complete and return. Only 55 filled-in questionnaires were received.
Out of the 50 questionnaires, only 35 were selected as they were complete and 20
were discarded as they were not filled-in completely. The received questionnaires
were analysed in line with the aims and objectives of the study to explore the
various problems faced by the Libyan EFL school teachers. Then, some schools in
Sebha region of Libya were visited and informal discussions were arranged with
the English language teachers with permission from the heads of the schools. The
aim of the informal discussions was to gain thorough understanding into the most
common challenges faced by the Libyan EFL school teachers while teaching. They
were asked to talk about their problems related to teacher-training, assessment and
testing, exams, managing classrooms, learners’ levels, habits and behaviours,
Syllabus and textbooks, teaching materials and aids, cooperation and expectations
from school authorities and quality inspection committees etc. their responses
related to most common challenges were noted and were analysed together with the
data of questionnaires.
Some schools were also observed to check the availability of various
teaching and learning aids and materials and infrastructures using the observation
form. All the data were analyzed to draw the findings and conclusions of the study.

Data Analysis and Discussions

The data were analyzed descriptively and analytically to explore the most
common problems and challenges the Libyan EFL school teachers face while
teaching English. These problems were then categorized under five main thematic
sections. These included- 1] Issues related to Academic Qualification and
Professional Development 2] Issues related to Syllabus and Textbooks 3] Issues
related to Leaners 4] Issues related to assessment and testing 5] Issues related to
Infrastructure.
Issues related to academic qualification and professional development
The most common problem faced by most of the Libyan EFL teachers is the issue
of professional training and development. Most of the Libyan EFL school teachers
hold bachelor’s degree as after completing their graduation, they immediately join
as school teachers without any special training in teaching English as a foreign
language to school children.
. The data collected through the questionnaires revealed that 25% of the
participants used GrammarTranslation Method and basically focused on Grammar,
Vocabulary and Reading. On the other hand, Writing, Speaking and Listening were
neglected citing the limitation of time for the lesson and to practice all the language
skills. It was also observed that in most of the lessons, the teachers preferred to
write the new words on the board in English and Arabic (though sometimes they
asked students to guess the meanings).
It was also found that 20% of the teachers dominantly used L1 in EFL teaching
and constant translation into Arabic was used as they believed that this helped their
students to gain the largest amount of vocabulary. 20% of teachers believed that they
use the communicative method as their focus was on communication to encourage the
students to use the language orally. In addition, 17% of teachers mentioned variety of
strategies like visual aids, puzzles, group work activities, drawing, songs, competitions
(some games), pictures, cards and simple plays to improve the speaking and listening
of their students. 11% of the participants mentioned (the direct method) while teaching
because they believed that it made students understand fast. 6% of the teachers replied
that method they used was mostly a Teacher-Centered because they aimed to help their
students to receive as much information as they can through direct instructions in most
of the lessons.

The common teaching methods and approaches used by the Libyan EFL
teachers
In this regard, to address and overcome the issues related to professional
development and training of the Libyan EFL teachers, a step needs to be taken.
Colleges and institutes teaching education related courses should make these
courses teaching oriented and focus should be on preparing teachers for teaching.
They should be given maximum practice in teaching by asking them to teach in
schools. Also, specializations in TEFL are required. A step in this direction has
been taken by Sebha University, Department of English by launching a complete
specialization in TESL. The courses and focus should be completely on teaching
and teacher training.
Issues related to Syllabus and Textbooks
Outcomes of teaching English as a foreign language to a large extent depend on
effective teaching methodology as well as equally on the syllabus and material
selected for teaching. If the material meets and addresses the needs of learners,
matching their level, maintaining their interest and making them feel that the
syllabus is related to them, nativised, localized making them feel that they are
studying something which they already know and are connected emotionally,
culturally.
To this, only 9% of the teachers replied positively saying yes and they were the
primary school teachers. Remaining 91% of the participants (preparatory and
secondary school teachers) replied negatively saying no. the reasons given for their
disagreements included-
• The syllabus is not suitable as time is not enough to complete the tasks and
activities in the lessons which forces teachers to ignore listening, speaking and
writing activities and the focus is only on reading and grammar.
• The syllabus contains lots of lessons and activities but it lacks interesting
and challenging activities.
• The texts are long and the topics are boring for most of the students.
• The syllabus needs more organization from the simplest to the more
complicated language tasks.
• There are mistakes in the students’ books as well as in the teachers' books.
• Syllabus contains materials which are not related to the learners’ culture and
sometimes, they are very odd. It is also very difficult to teach and explain certain
culturally sensitive issues included in the syllabus.
Issues related to Leaners
The Libyan EFL teachers also faced various problems related to learners.
When they were asked about the levels of their learners, the following answers were
received: Further, they were asked if they were happy with the level of their
students and why they thought so. Although teachers tend to use variety of strategies
to motivate students, to help their students enjoy learning and to think in English, it
was found that 80% of the teachers were not happy with the level of their students.
Only 20% of the teachers were satisfied with their students' level.
While asked if their students were motivated to learn English, 17% replied
that their students are motivated to learn English because they tend to use many
visual aids, songs, games and different tasks to motivate students. While 83% of
the teachers replied that their students were not motivated. The reasons given for
lack of learner motivation included:
• English is a new language for them.
• The material provided for teaching English does not contain
interesting activities and tasks.
• The texts are boring for students.
• Students do not have strong aims for learning English.
• The class environment is not suitable for teaching for example: the
large number of students, the noise caused and lack of modern
teaching technologies and aids (such as computers, OHPs, Language
Labs, CDs- visual aids-charts etc.)
Issues related to assessment and testing
While asked about if they received any training in assessing and testing, only
11% of the participants responded positively while 89% of the participants
responded that they did not receive any formal training in testing and assessment.
This shows the need for professional development and training of the Libyan EFL
school teachers in all the aspects of English language teaching including language
skills assessment and testing.
Issues related to infrastructure
Attempt was also done to gain insights into the issues and challenges the Libyan
EFL school teachers face due to the lack of teaching and learning related aids,
materials and infrastructure. Teachers were asked if their schools had Language
Labs. To this, 20 % of teachers responded positively whereas 80% of the
participants responded negatively. While asked about this issue, 26% of the
teachers answered that their schools provided them various educational
technologies to ease teaching English whereas, 74% of the teachers replied
negatively.
Discussion of the Findings
From the above analysis, it was found that the Libyan teachers use many methods
of teaching English. But the most used method is the grammar translation method
which is not very effective because teachers focus mainly on teaching grammar and
vocabularies through memorization.
Suggestions
If English language education is to succeed in the schools in Libya, different serious
steps are needed to be taken by all those who are directly and indirectly connected
with the process of teaching and learning English as a foreign language in Libya. A
radical change is required in the school education policy by the Libyan government.
The ministry of higher education and research spends a considerable amount on
higher education providing various facilities, brining even teachers from other
countries. A similar serious attention is required at the school level as it is at the
school level where the base of the language education is formed. If it is done in
better way at the school level, remaining /later progress at the university is easily
guaranteed. Therefore, focus should be on transforming the school education so that
the schools produce better students who would surely excel easily in university
education and thereby emerging as valuable assets for the country.
Summary
To conclude, the Libyan EFL school teachers face various problems and challenges
while imparting their duties effectively in teaching English as a foreign language
and different factors contribute to these challenges encountered by them. Problems
exist in teaching on daily basis and a conscious teacher remains aware of it and
attempts to confront them in a planned and organized way with positive attitude
about its outcome. In addition to the suggestions specified in the section above, the
Libyan EFL school teachers should reflect on the problems encountered and adopt
a systematic, skillfully devised approach to confront and overcome the problems.
They also need to theories on their teaching as reflecting on teaching experiences
helps teachers grow and develop. The study has limitations also which need to be
mentioned. The data, the number of participants included, do not help in
generalizing the findings on the problems faced by the Libyan EFL school teachers
however they are common enough for most of the Libyan EFL school teachers.
More studies are required on specific problems involving more schools from
different parts of the country to gain more specific, thorough, understanding of the
nature and causes of the problems faced by the Libyan EFL school teachers.
However, the study will initiate, it is believed, more academic debates, researches
on various problems, issues and challenges faced by the Libyan EFL school
teachers, which was one of the objectives of this research.
 CHAPTER III ADVANTAGE AND LACK OF JOURNAL

A. Journal Advantage
After we discussed the advantages of this book, we concluded that this
journal had used good writing systematics, the material in the journal was explained
in a coherent manner and did not give a confusing impression to the reader. Then
this journal was very reliable because the author wrote many references / library list
so that the journal is very attractive.
The material in the journal also has an interesting table, so that students can
better understand and understand the concept of delivering the material, the
contents of the table used in the journal are also relevant to the study of the material
discussed, so that table illustrations with material are closely related.

B. Journal Shortage
Besides the advantages of the existing journals above, this journal also has
shortcomings which are lacking in journal errors in word editing, for example, lack
of letters and letters in words or sentences that make the reader confused.
 CHAPTER IV CLOSING

A. Conclusion
Based on the discussion above, we can draw the conclusion that
riview journal is an activity to criticize journals to find out the strengths and
weaknesses in journals, both in the systematic writing, language usage, and
material content. This was done so that the journal we criticized could be
revised to become a better journal.
In my opinion, this journal is close to perfect words, and in this
journal contains immense information which makes the reader interesting
to read or analyze this journal as I did, above I have presented a summary
and also the advantages and disadvantages of this journal.

B. Suggestions
My advice, the advantages of the journal to be played and
strengthened again, and to regarding the lack of journals to be more
thorough to achieve maximum results.