The family is the first and foremost environment that provides children with social and linguistic experiences. Parents and other family members serve as the child's first language model, significantly influencing their language development in the future. This literature study aims to analyze the impact of the family environment on the language skills of elementary school students. The study employs a literature review method by referencing previous research journals relevant to the topic.Through journal searches, five relevant studies were identified. The majority of these studies applied a descriptive method design with a qualitative approach, while some also incorporated ex-post facto quantitative methods. Despite variations in research findings, all studies consistently indicate that the family environment plays a crucial role in shaping children's language skills. Factors such as parental involvement, the frequency of verbal interactions at home, and the availability of reading materials contribute significantly to children's linguistic development. Additionally, supportive family environments, where parents actively engage in conversations and storytelling, positively impact children's vocabulary acquisition and reading abilities.Based on the literature review results, it can be concluded that the family environment influences children's language skills. While the findings of each study may differ, they share a common conclusion regarding the significance of family interactions in shaping children's reading and communication abilities. These findings highlight the importance of fostering a language-rich home environment to support children's linguistic growth. Future research is suggested to further explore strategies that enhance parental involvement in children's language development.

This study uses the Systematic Literature Review (SLR) approach which aims to examine how teachers and students view the challenges of using technology in elementary school learning. The purpose of this analysis is to provide insight to teachers and students to find out the various challenges that can be faced in the use of technology in the learning process. This literature review also provides knowledge about the challenges faced in the use of technology in learning in primary schools. The data in this study were taken from five journal articles relevant to the topic, published between 2021 and 2025. Data analysis uses content analysis techniques where each source or literature studied is adjusted to the context of the subject presented in this study. The results of this study show that the role of teachers is very important in the use of technology in learning. To improve the quality of learning, the perception of teachers and students is very important regarding the use of technology in this learning. In the use of technology, there are still a number of obstacles to integrating technology into the learning process. However, the existing challenges can be overcome with the right support from various parties.