Teachers’ Challenges in Using Interactive Learning Media in Teaching English

This study aimed to investigate the challenges faced by English teachers in using interactive learning media in teaching English and to explore the strategies they employ to overcome those challenges. This research adopted a qualitative approach, with data collected through semi-structured interviews. Five English teachers at the junior high school level in Banda Aceh were selected as participants using purposive sampling based on their experience in implementing interactive learning media in classroom instruction. The interview data were analyzed using thematic analysis to identify recurring patterns related to teachers’ challenges and strategies. The findings revealed that teachers encountered several challenges, including technical issues such as unstable internet connections, power outages, and limited access to digital facilities. Time constraints and heavy teaching workloads also limited teachers’ ability to prepare interactive materials optimally. In addition, challenges related to content suitability, differences in students’ abilities and digital skills, as well as classroom management issues, affected the effectiveness of interactive learning media use. Despite these challenges, teachers demonstrated adaptability by applying various strategies, such as preparing alternative learning plans, adapting instructional materials in advance, adjusting the level of difficulty to suit students’ abilities, strengthening classroom management, collaborating with colleagues, and engaging in professional development activities. These findings suggest that the effective use of interactive learning media in English language teaching is closely related to teachers’ readiness, flexibility, and ability to respond to contextual challenges in classroom practice.