Annisa Rahayu SAYEKTI Pengarang Nadia Sya'ya, M.Pd., M.TESOL Dosen Pembimbing 2 Dr. Bahrani, M.Pd. Dosen Pembimbing 1 Rostanti Toba, M.Pd. Ketua Penguji Nadia Sya'ya, M.Pd., M.TESOL Penguji 2 Dr. Bahrani, M.Pd. Penguji 1

Annisa Rahayu Sayekti, 2022. “The Teachers‟ Problems in Teaching English at SMPN 36 Samarinda”. Thesis, English Education Department, Teacher Training and Education Faculty, State Islamic University Sultan Aji Muhammad Idris Samarinda. This research is under the guidance of Mr. Dr. Bahrani, M.Pd as the first advisor and Mrs. Nadia Sya'ya, M.Pd, M.TESOL as the second advisor. Teaching English in Indonesia started to exist at the time after the independence of Indonesia. Various curricula and methods have been developed to improve students‟ ability to master English, but the results are still not maximal in making students communicate well through the language. Another problem is the potential of teachers to learn the new curriculum. Based on this phenomenon, the researcher decided to uncover the problems faced by English teachers at SMPN 36 Samarinda and the solutions to solve these problems. This research used a descriptive qualitative method. The subjects of this research were four English teachers at SMPN 36 Samarinda. The data were collected by using interviews, documentations and then analyze using the interactive Model of Miles, Huberman, and Saldana. The data validity was conducted by using the triangulation technique. Based on the research, it was found that the problems of teaching and learning English faced by teachers were that the students did not have books, they were not active, and they did not pay attention in class. Furthermore, teachers‟ knowledge of the Merdeka Curriculum was low, the time of teaching was limited, and the teachers‟ did not have enough references. Moreover, the school did not have a language laboratory. Therefore, the teachers overcome the problems with several solutions; First, for the students who did not have books so, the teachers explained the material repeatedly. Second, for the students who were not active in the class so, the teachers divided students into several learning groups, and for Merdeka Curriculum, teachers were adjusting to the new curriculum.