Teaching English in Rural Areas: Exploring Challenges and Effective Strategies from a Teacher’s Perspective

Ai Aas Astriyani, Nida Husna, Farida Hamid

Abstract


ABSTRACT

This study explores the challenges faced by English language teachers in rural areas, focusing on junior high schools (SMP) in Pandeglang, Banten, Indonesia. Using a qualitative case study approach, the research investigates the difficulties of teaching English and the strategies employed by teachers in these areas. Four experienced English teachers, each with over five years of teaching experience, participated in the study. Data were collected through open-ended questionnaires and semi-structured interviews conducted via WhatsApp. Thematic analysis revealed key challenges, including lack of student interest, insufficient parental support, limited learning resources, lack of exposure to English, and issues with vocabulary retention. Despite these challenges, teachers have developed innovative strategies, such as using interactive materials (videos and games), project-based and cooperative learning, and utilizing limited technology like smartphones and educational apps. Teachers also integrate local culture and daily life into lessons to enhance contextual learning. This study highlights the resilience and creativity of educators in rural areas in overcoming obstacles to improve the quality of English language teaching.

 


Keywords


challenges; education; English teaching; rural areas; strategies

References


REFERENCES

Amelia, Z., Usman, S., Kamaruddin, A., & Wahyudin, W. (2024). Problems faced by rural area students at Madrasah Tsanawiyah in learning English speaking. AL-ISHLAH: Jurnal Pendidikan, 16(1), 450-459.

Anggela, S., Warna, D., & Sukma, F. A. O. (2024). Teaching English in rural area: Difficulties and strategies. JET (Journal of English Teaching) ADI BUANA, 9(01), 1-12.

Basuki, A. (2021). Pembangunan pendidikan di Provinsi Banten. Jurnal Sumber Daya Aparatur.

Creswell, J. D. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.

Depdiknas. (2003). Kurikulum 2004: Standar kompetensi mata pelajaran bahasa Inggris Sekolah Menengah Pertama dan Madrasah Tsanawiyah. Jakarta: Departemen Pendidikan Nasional.

Febriana, M., Nurkamto, J., Rochsantiningsih, D., & Rosyidi, M. (2018). Teaching rural Indonesian school students: Effective strategies. International Journal of Multicultural and Multireligious Understanding, 5(2), 231-238. https://doi.org/10.18415/ijmmu.v5i2.333.

Eggen, P., & Kauchak, D. (2012). Strategic models for teachers: Teaching content and thinking skills (6th ed.). Boston: Pearson Education.

Harlina, H., Hariya, S., & Yusuf, F. N. (2020). Challenges of learning English in rural schools. Jurnal Penelitian Pendidikan, 20(3), 325-334.

Herizal, H., Marzulina, L., Erlina, D., Holandyah, M., Putri, H. Z., & Amelia, B. A. (2023). Teaching English in rural areas: A closer look into teachers’ challenges. Edukasi: Jurnal Pendidikan dan Pengajaran, 10(2), 135-147.

Isadaud, D., Fikri, M. D., & Bukhari, M. I. (2022). The urgency of English in the curriculum in Indonesia to prepare human resources for global competitiveness. DIAJAR: Jurnal Pendidikan dan Pembelajaran, 1(1), 51-58.

Krashen, S. D. (1985). The Input Hypothesis: Issues and implications. Longman.

Khulel, B. (2021). Teaching English for young learners in rustic areas: Teachers’ challenges. Lingua Journal, https://uia.e-journal.id/Lingua, DOI: 10.34005/lingua.v5i1.1558.

Mudra, H. (2024). Urban pre-service English-as-a-Foreign-Language (EFL) teachers’ challenges during teaching practicum in rural schools: A photovoice phenomenological approach. Journal of Teaching and Learning, 18(2), 150-172.

Nathania, S. (2024). The challenges in English language teaching in rural areas in Central Kalimantan. Scientia: Social Sciences & Humanities. https://doi.org/10.51773/sssh.v3i2.315.

Peel, K. L. (2020). A beginner’s guide to applied educational research using thematic analysis. Practical Assessment Research and Evaluation, 25(1).

Poedjiastutie, D., Mayaputri, V., & Arifani, Y. (2021). Socio-cultural challenges of English teaching in remote areas of Indonesia. TEFLIN Journal, 32(1), 97-116. https://doi.org/10.15639/teflinjournal.v32i1/97-116.

Putera, L. J. (2023). Integrating local customs in mini-drama projects to improve speaking confidence and promote contextual and fun learning for multilingual and multiethnic EFL classes: What do college students think? Journal on Education, 5(4), 16541-16552.

Rahayu, V. W. T. (2017). Teachers’ challenges in teaching English to young learners in rural primary schools. Jurnal Pendidikan Penabur.

Reja, U., Lozar Manfreda, K., Hlebec, V., & Vehovar, V. (2003). Open-ended vs. close-ended questions in web questionnaires. Developments in Applied Statistics, 19(1), 159-177.

Santhi, D., Suherdi, D., & Musthafa, B. (2019). ICT and project-based learning in a rural school: An EFL context. In Third International Conference on Sustainable Innovation 2019–Humanity, Education and Social Sciences (IcoSIHESS 2019) (pp. 29-35). Atlantis Press.

Smit, U. (2010). English as a Lingua Franca in Higher Education: A longitudinal study of classroom discourse. De Gruyter Mouton.

Supriadi, B., Patak, A. A., & Korompot, C. A. (2021). Teaching EFL in a rural school: Challenges and strategies. Ijournal of Art, Humanity & Social Studies, SSN 2747-2671 (online).

Songbatumis, A. M. (2017). Challenges in teaching English faced by English teachers at MTsN Taliwang, Indonesia. Journal of Foreign Language Teaching & Learning.

Yorman, Y., Heriyanto, H., Lubis, M. A., Sugiarti, E. S., & Baningtyas, F. A. (2023). An extensive multifaceted examination of educational disparities in secondary schools: A comprehensive comparative study between rural and urban regions in Indonesia. International Journal of Teaching and Learning, 1(3), 295-307.

Yuliana, Y., Agustin, A., Agustinasari, E., & Purwanto, M. B. (2024). Vocabulary improvement for language learners: A challenge and perceptions. Asian Journal of Applied Education (AJAE), 3(3), 323-332.

Zahra, A., & Baa, S. (2024). The implementation of problem-based learning (PBL) in teaching English as a foreign language in junior high school in South Sulawesi, Indonesia. Klasikal: Journal of Education, Language Teaching and Science, 6(2), 515-533.




DOI: 10.15408/ijee.v12i1.43967

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.