TEACHERS’ CHALLENGES IN TEACHING ENGLISH IN REMOTE AREAS (A Case Study at Junior High Schools in Two Sub-Districts of West Borneo)

This study aims to analyze the challenges faced by English teachers in remote areas of West Borneo, the underlying causes of these challenges, and the solutions implemented by teachers. The unique and complex difficulties that remote places face is usually different from those urban areas face, and this can have a big effect on the quality of education. The researcher attempted to go more deeply into these issues in order to offer focused and useful improvement suggestions. To ensure that all children, wherever they are in the world, have equal access to high-quality education, it is important for us to understand the quality of English language teaching in remote areas. By improving our understanding of the challenges associated with teaching in remote areas, we will be able to provide specific and useful advice for development. The research utilizes a qualitative method with a multi-case study design, focusing on two junior high schools: SMPN 1 Air Upas and SMPN 1 Marau. Data were collected from four English teachers and six students selected through purposive sampling. The data collection methods included observations, interviews, and documentation, and the analysis involved data reduction, data display, and conclusion drawing.
The study identifies several challenges: a lack of students' competency, a lack of students' learning motivation, a lack of student respect for teachers, and uncontrollable behavior. The causes include the absence of English lessons in primary school, the lack of teacher expertise in teaching and no training for English teachers, teachers having other duties and teaching other subjects, the absence of dictionaries, facilities, and adequate teacher salaries, the diversity of customs and habits, and a lack of parental attention. Solutions proposed include familiarizing students with English through practice and utilizing authentic examples in teaching, engaging in online English teaching training, fostering creativity and employing interesting teaching methods, requiring students to bring dictionaries, providing adequate facilities, seeking additional income to address salary shortages, implementing motivational interventions, and disciplining students. These findings highlight the urgent need to increase support for teachers in remote areas, including better supply of resources, access to professional development, and policies that support the use of technology in education to overcome the challenges and improve the quality of English education in these remote areas. The study provides valuable insights and guidance for enhancing English language instruction in remote areas.