Analyzing The Roles Of Co-Teachers In English Teaching-Learning Activity In Junior High School

English as a Foreign Language (EFL) learner in Indonesia is confronted with numerous academic challenges, including language acquisition, background knowledge, and language classroom participation. These challenges, combined with the educational system's ever-increasing demands, resulted schools in several provinces generating an autonomy policy in providing educational supplementary aid for EFL learners who come across troublesome in learning English. It turned out that either recommending or requiring integrated co-teaching as an optimum mode to educate them.Correspondingly, this study intends to find out the roles, impacts, and problems of English co-teachers in an English teaching-learning environment by utilizing interviews to mine up the data with 15 (fifteen) participants, including school stakeholders, English co-teachers, English teachers, and students in a Junior High School, particularly at MTsN 1 Banda Aceh. This research invented that English co-teachers function as classroom organizer, instructor, monitor, motivator, evaluator, and mediator in the English teaching-learning activity. The roles of English co-teachers entail impacts on English teaching-learning activity, such as creating the efficiency of English teaching-learning activity by preparing the students and learning tools necessitated before the lesson started, helping the English teacher who is also the homeroom teacher in classroom management, providing exposure to the utility of daily basis English, increasing students English vocabulary mastery, elevating students English writing skills, enhancing students English listening skills, improving students’ English speaking skills, serving supplemental English lesson as the extra class for the students found struggling, molding students’ character, escalating students’ motivation to reach achievement related to English subject, maintaining good communication between school and parents, and preparing students for entering Senior High School. Although co-teaching in an English class setting almost coming to a period 8 years of practice in this Junior High School, many schools are still less familiar with collaborative practices for EFL learners, schools have nevertheless implemented integrated co-teaching models to comply with guidelines in setting English co-teachers and English teachers in the classroom does not establish an optimal collaborative co-teaching partnership, lack of training, obscurity of responsibility allocation, overcrowding students in the classroom, time limitation, and lack of particular English skills.