ENGLISH TEACHERS’ PRESPECTIVES ON WHATSAPP

ENGLISH TEACHERS’ PRESPECTIVES ON WHATSAPP

APPLICATION USED DURING ONLINE LEARNING IN RURAL AREAS

A THESIS

Submitted as Partial Fulfillment for the Requirements to Obtain the Degree of Sarjana Pendidikan in English Education Study Program

Written by:

Ajeng Irma Rahmawati A1B218055

ENGLISH EDUCATION STUDY PROGRAM LANGUAGE AND LITERATURE DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION

JAMBI UNIVERSITY 2022

i APPROVAL

This thesis entitled “ENGLISH TEACHERS’ PRESPECTIVES ON WHATSAPP APPLICATION USED DURING ONLINE LEARNING IN RURAL AREAS” written by Ajeng Irma Rahmawati, student’s number A1B218055 has been corrected and approved to be tested in front of the board of examiners.

Jambi, 24 November 2022 First Supervisor

Dr. Dra. Yelia , M.Pd.

NIP. 196910201997022001

Jambi, 24 November 2022 Second Supervisor

Failasofah, S.S., M.Pd., Ph.D.

NIP. 197507282009122001

ii

LETTER OF RATRIFICATION

This thesis in entitled “English Teachers’ Perspectives on WhatsApp Application Used During Online learning in Rural areas”, written by Ajeng Irma Rahmawati, student’s number A1B218055, had been defended in front of the broad of examiners on December 14^th, 2022 and was declared acceptable.

The Broad of Examiners

1. Dr. Dra. Yelia, M.Pd.

NIP. 196910201997022001

2. Failasofah, S.S., M.Pd., Ph.D.

NIP. 197507282009122001

Jambi, 14^th December 2022 The Head of English as a Foreign Language Teacher Education Program

Dedy Kurniawan, S.S., M.A.

NIP. 198004072006041001

iii

DECLARATION OF ORIGINALITY

iv MOTTO

“For indeed, with hardship (will be) ease. Indeed, with hardship (will be) ease”

(Qur’an surah Al-Inshirah verse 5—6)

v ABSTRACT

Rahmawati, Ajeng Irma (2022). English Teachers’ Perspectives on WhatsApp Application used during Online learning in Rural Areas. The thesis is an English Education Study Program, Faculty of Teacher Training, and Education of Universitas Jambi in Academic year 2022/2023. The first surpevisor is Dra. Yelia, M.Pd. The second supervisor is Filasofah, S.S., M.Pd., Ph.D.

During the covid-19 pandemic, there are many uses of interactive learning applications to support online learning. One application that Uses online learning media is WhatsApp application. Teachers and students mostly like to use WhatsApp application because it is easy to use and has many features that support online learning. The use of the WhatsApp application as an online learning media is also carried out by teachers who teach in schools in rural areas because the application is very easily accessible in areas with poor internet connection quality.

This research aims to find out English teachers' perspectives on using the WhatsApp application as an online learning media in rural areas. This research is set at SMAN Karya Sakti with three English teachers as the subject. This research design is qualitative and descriptive with a case study. The data are collected using interviews supported with an interview protocol. hereafter, the data were analyzed using thematic analysis. From the analysis of the data, some themes come into view:1) The problems during online learning at schools in rural areas.

2) The use of the WhatsApp application as an online learning medium to teach English in schools in rural areas. 3) Ease of use of the WhatsApp application compared to other applications. 4) WhatsApp groups help English teachers interact with students during online learning. 5) Increase learning motivation for students in schools in rural areas by using the WhatsApp application. 6) Advantages of WhatsApp Application. 7) disadvantages of the WhatsApp Application. The implication of the study is also discussed further in this thesis.

Keywords: WhatsApp Application, Online Learning , Teaching English.

vi

ACKNOWLEDGEMENT Bismillahirahmanirrahim…..

Alhamdulillah, firstly, I would like to express my highest gratitude to Allah subhanahu wa ta’ala for blessing, love and opportunity, health, and mercy to complete this thesis. This undergraduate thesis entitled “English Teachers’

Prespectives on WhatsApp Application used during Online Learning in Rural Areas” is submitted as the final requirement for accomplishing an undergraduate degree in the English study program, Language and Literature Department, University of Jambi.

In arranging this thesis, a lot of people have provided motivation advice, and support for my research. In this valuable chance, I intended to express my gratititude to :

1. My parents, Mr Arief Rahmaningtyas, SE and Mrs Sri Nuraini, SE, raised and educated me from I was a minor until now, giving me infinite love.

Furthermore, my brother Ahmad Sri Bintang supported me to complete this thesis.

2. Mrs Dr Dra. Yelia, M.Pd. and Mrs Failasofah, S.S., M.Pd., PhD, as my supervisor, I would like to say thank you for their kindness, patience, motivation, enthusiasm, and immense knowledge. Their guidance helped me in all the time of writing this thesis.

3. Mr. Yulhenli Thabran, S.S., M.A. and Mrs. Dr. Masbirorotni, S.Pd, M.Sc. Ed.

as the examiner's team in my seminar viii proposal and final examination of

vii

this thesis. Thank you for giving me advice and suggestion to make this thesis better.

4. Mr Dedi Kurniawan, S.S, M.A. as my academic supervisor, thank you for supporting my learning activities while I was studying in the English language study program. Thank you for providing motivation and also the solution for my learning problems during my study.

5. My special person that has take a space in my hearth, Faharudin Yusuf. Thank for your time and support until now, I don’t know how I’m so blessed to have you. I hope you always stay with me dear.

6. My closest friends a.k.a Hahaha grub, Christina Natalia Simarmata, S.Pd., Yessa Fius, S.Pd., and Indah Febi Yoranda, S.Pd., Thank you for the supports, laughs and experiences that we shared during college days. Especially to Chris, you are such like my third supervisior thanks for all you always help me and understand me. Yessa, I cant to describe how I’m so blessed to know and I love you so much. Thanks Hahaha grub, this story cant I get from others.

viii

TABLE OF CONTENTS

APPROVAL ... i

LETTER OF RATRIFICATION ... ii

DECLARATION OF ORIGINALITY ... iii

MOTTO ... iv

ABSTRACT ... v

ACKNOWLEDGEMENT ... vi

TABLE OF CONTENTS ... viii

CHAPTER I... 1

INTRODUCTION ... 1

1.1 Background of the Study ... 1

1.2 Relselarch Quelstilons ... 2

1.3 Purposel of Thel Study ... 2

1.4 Lilmiltatilon of Thel Study ... 3

1.5 Silgnilfilcant of Thel Study ... 3

CHAPTElR IlIl ... 4

RElVIlElW OF RElLATElD LIlTElRATUREl ... 4

2.1 Telachilng and Lelarnilng iln Rural arelas ... 4

2.1.1 Thel Ilssuels of Onlilnel Lelarnilng iln Rural Arelas ... 6

2.2 Telachilng Elnglilsh ... 9

2.3 Onlilnel lelarnilng ... 11

2.3.1 Delfilniltilon of Onlilnel Lelarnilng ... 11

2.3.2 Typels of Onlilnel Lelarnilng ... 12

2.4 Lelarnilng Meldila ... 13

2.4.1 Delfilniltilon of Lelarnilng Meldila ... 13

2.5 WhatsApp Applilcatilon ... 14

2.5.1 Delfilniltilon of WhatsApp Applilcatilon ... 14

2.5.2 WhatsApp Application for English Subject... 16

2.5.2 Learning with WhatsApp Group ... 16

2.5.3 Advantages of WhatsApp group as a Learning Media ... 17

2.5.4 Disadvantages of WhatsApp group as Learning media... 18

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2.6 Perspective ... 18

2.7 Related Previous Study ... 20

CHAPTER III ... 23

RESEARCH METHODOLOGY ... 23

3.1 Research Design ... 23

3.2 Subject of the Research ... 24

3.3 Data Collection Technique ... 24

3.4.1 Interview ... 24

3.4 Data Analysis ... 27

3.5 Trustworthiness ... 28

3.6 Research bias ... 28

CHAPTER IV ... 29

FINDINGS AND DISCUSSION ... 29

4.1 Overview of the Research ... 29

4.2 Findings ... 29

4.2.1 The problem during online learning school in rural areas ... 30

CHAPTER V ... 41

CONCLUTION AND SUGGESTION ... 41

5.1 Conclusion... 41

5.2 Suggestions ... 42

REFFERENCES ... 43

APPENDIX 1 ... 47

APPENDIX 2 ... 48

APPENDIX 3 ... 49

APPENDIX 4 ... 58

APPENDIX 5 ... 61

APPENDIX 6 ... 64

APPENDIX 5 ... 74

Documentations ... 74

1 CHAPTER I INTRODUCTION

1.1 Background of the Study

Starti^lng from the^l covi^ld vi^lrus pande^lmi^lc that broke^l out i^ln 2019 i^ln I^lndone^lsi^la, the^l Mi^lni^lstry of E^lducati^lon and Culture^l of I^lndone^lsi^la (Ke^lme^lndi^lkbud) de^lci^lde^ld to te^lmporari^lly stop face^l-to-face^l le^larni^lng and re^lplace^l i^lt wi^lth onli^lne^l le^larni^lng. I^ln thi^ls ne^lw le^larni^lng me^lthod, the^l Mi^lni^lstry of E^lducati^lon and Culture^l of I^lndone^lsi^la also provi^lde^ls alte^lrnati^lve^l le^larni^lng syste^lms to support te^lache^lrs and stude^lnts to carry out the^l le^larni^lng proce^lss e^lve^ln wi^lth li^lmi^lte^ld acti^lvi^lti^le^ls. One^l of the^l le^larni^lng supports provi^lde^ld by the^l gove^lrnme^lnt i^ls an i^lnte^lrne^lt quota subsi^ldy. Thi^ls fre^le^l i^lnte^lrne^lt quota subsi^ldy wi^lll be^l gi^lve^ln to all stude^lnts, le^lcture^lrs, and te^lache^lrs who have^l re^lgi^lste^lre^ld the^li^lr ce^lllphone^l numbe^lrs to the^l Mi^lni^lstry of E^lducati^lon and Culture^l. The^l i^lnte^lrne^lt quota subsi^ldy can be^l use^ld by te^lache^lrs and stude^lnts to download some^l i^lnte^lracti^lve^l appli^lcati^lons to carry out onli^lne^l le^larni^lng.

Onli^lne^l le^larni^lng i^ls one^l of the^l me^lthodologi^le^ls chose^ln by E^lngli^lsh te^lache^lrs as le^larni^lng that can be^l done^l i^ln the^l curre^lnt si^ltuati^lon. Onli^lne^l le^larni^lng i^ls also a ne^lw le^larni^lng acti^lvi^lty for te^lache^lrs and stude^lnts i^ln urban and rural schools. Onli^lne^l le^larni^lng i^lnvolve^ls se^lve^lral e^lle^lctroni^lc de^lvi^lce^ls and i^lnte^lracti^lve^l me^ldi^la appli^lcati^lons to he^llp te^lache^lrs and stude^lnts ke^le^lp le^larni^lng. Accordi^lng to Dabbagh (2005) onli^lne^l le^larni^lng i^ls an ope^ln and di^lstri^lbute^ld le^larni^lng syste^lm usi^lng pe^ldagogi^lcal tools (e^lducati^lonal ai^lds). The^lre^lfore^l, te^lache^lrs could te^lach through the^l i^lnte^lrne^lt and ne^ltwork-base^ld te^lchnology to faci^lli^ltate^l le^larni^lng proce^lsse^ls and knowle^ldge^l through acti^lons and i^lnte^lracti^lons.

Howe^lve^lr, schools i^ln rural are^las e^lxpe^lri^le^lnce^l se^lve^lral proble^lms i^ln conducti^lng onli^lne^l le^larni^lng. Schools i^ln rural are^las do not ye^lt have^l a strong i^lnte^lrne^lt conne^lcti^lon to acce^lss some^l communi^lcati^lon appli^lcati^lons, whi^lch are^l pre^ltty tri^lcky to acce^lss.

Howe^lve^lr, the^lre^l are^l se^lve^lral appli^lcati^lons that can be^l acce^lsse^ld i^ln rural are^las, one^l of whi^lch i^ls the^l uti^lli^lze^l WhatsApp appli^lcati^lon

The^l use^l of WhatsApp appli^lcati^lon as an onli^lne^l le^larni^lng for schools locate^ld i^ln rural are^las i^ls qui^lte^l e^lffe^lcti^lve^l to use^l. Thi^ls happe^lns be^lcause^l the^l WhatsApp

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appli^lcati^lon consti^ltute^ls of the^l soci^lal me^ldi^la that i^ls e^lasi^lly acce^lssi^lble^l wi^lth an i^lnte^lrne^lt ne^ltwork that i^ls not ve^lry strong. Be^lsi^lde^ls that, the^l WhatsApp appli^lcati^lon i^ls ve^lry fami^lli^lar wi^lth our dai^lly communi^lcati^lon tools on smartphone^ls. Accordi^lng to Church and de^l Oli^lve^li^lra (2013) e^lmphasi^lze^ld thi^ls fact and state^ld that WhatsApp has grown i^ln populari^lty due^l to i^lts be^lne^lfi^lts such as, be^li^lng able^l to se^lnd re^lal-ti^lme^l me^lssage^ls to an i^lndi^lvi^ldual or groups of fri^le^lnds si^lmultane^lously, low-cost, and pri^lvacy. Wi^lth some^l of the^l advantage^ls of the^l WhastsApp appli^lcati^lon and i^lts e^lase^l of ope^lrati^lon, i^lt i^ls only natural that the^l WhatsApp appli^lcati^lon i^ls chose^ln by E^lngli^lsh te^lache^lrs i^ln schools i^ln rural are^las as a me^lans of communi^lcati^lve^l le^larni^lng duri^lng onli^lne^l le^larni^lng.

The^l re^lse^larche^lr chose^l SMA N Karya Sakti^l be^lcause^l the^l school i^ls locate^ld i^ln a rural are^la. The^l addre^lss i^ls i^ln Karya Sakti^l Vi^lllage^l, Muara Ke^lli^lngi^l Di^lstri^lct, Musi^l Rawas Re^lge^lncy, South Sumatra Provi^lnce^l. Schools also use^l WhatsApp Appli^lcati^lon as a me^lans of onli^lne^l le^larni^lng. The^l re^lse^larche^lr chose^l an E^lngli^lsh te^lache^lr as a re^lse^larch re^lsource^l to de^lte^lrmi^lne^l the^l pe^lrspe^lcti^lve^l of an E^lngli^lsh te^lache^lr re^lgardi^lng the^l use^l of the^l WhatsApp appli^lcati^lon i^ln onli^lne^l le^larni^lng.

He^lnce^l, the^l re^lse^larche^lr was i^lnte^lre^lste^ld i^ln conducti^lng a re^lse^larch e^lnti^ltle^ld

“E^lngli^lsh Te^lache^lrs’ Pe^lrspe^lcti^lve^ls on WhatsApp Appli^lcati^lon use^ld duri^lng Onli^lne^l Le^larni^lng i^ln Rural Are^las ". The^l re^lse^larche^lr e^lxpe^lct that thi^ls re^lse^larch wi^lll be^l he^llpful, e^lspe^lci^lally for E^lngli^lsh te^lache^lrs who te^lach i^ln schools i^ln rural are^las.

1.2 Re^lse^larch Que^lsti^lons

Base^ld on the^l background and the^l proble^lm of study above^l, the^l que^lsti^lons formulate^ld by the^l re^lse^larche^lr as follows:

1. How i^ls the^l pe^lrspe^lcti^lve^ls of E^lngli^lsh te^lache^lrs on the^l i^lmple^lme^lntati^lon of te^lachi^lng E^lngli^lsh i^ln rural are^las duri^lng onli^lne^l le^larni^lng?

2. How i^ls the^l pe^lrspe^lcti^lve^ls of E^lngli^lsh te^lache^lrs on the^l use^l of WhatsApp Appli^lcati^lon as a le^larni^lng me^ldi^la duri^lng onli^lne^l le^larni^lng?

1.3 Purpose^l of The^l Study

Base^ld on the^l re^lse^larch que^lsti^lons, the^l purpose^l of thi^ls study i^ls as follows:

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1. To de^lscri^lbe^l the^l pe^lrspe^lcti^lve^ls of E^lngli^lsh te^lache^lrs on the^l i^lmple^lme^lntati^lon of te^lachi^lng E^lngli^lsh i^ln rural are^las duri^lng onli^lne^l le^larni^lng.

2. To de^lscri^lbe^l the^l pe^lrspe^lcti^lve^ls of E^lngli^lsh te^lache^lrs about the^l use^l of WhatsApp Appli^lcati^lon as a le^larni^lng me^ldi^la duri^lng onli^lne^l le^larni^lng.

1.4 Li^lmi^ltati^lon of The^l Study

The^l curre^lnt study i^ls li^lmi^lte^ld to the^l WhatsApp appli^lcati^lon, e^lspe^lci^lally the^l WhatsApp group fe^lature^l use^ld by E^lngli^lsh te^lache^lrs at SMA N Karya Sakti^l duri^lng onli^lne^l le^larni^lng i^ln rural are^las. The^l pe^lri^lod that has be^le^ln studi^le^ld re^lgardi^lng the^l use^l of the^l WhatsApp appli^lcati^lon i^ls i^ln July unti^ll August of the^l 2021 acade^lmi^lc ye^lar.

1.5 Si^lgni^lfi^lcant of The^l Study

The^l si^lgni^lfi^lcance^l of thi^ls re^lse^larch has two spe^lci^lfi^lc majors i^lncludi^lng the^l the^lore^lti^lcal and practi^lcal si^lgni^lfi^lcance^l:

1. The^lore^lti^lcal Si^lgni^lfi^lcance^l

Thi^ls re^lse^larch i^ls e^lxpe^lcte^ld to add i^lnformati^lon for othe^lr re^lse^larche^lr who want to conti^lnue^l thi^ls re^lse^larch or re^lse^larch i^ln the^l same^l topi^lc.

2. Practi^lcal si^lgni^lfi^lcance^l a. For te^lache^lr

Thi^ls re^lse^larch i^ls e^lxpe^lcte^ld to provi^lde^l a platform for E^lngli^lsh te^lache^lrs to apply le^larni^lng strate^lgi^le^ls that are^l more^l fle^lxi^lble^l and si^lmple^l wi^lth the^li^lr re^lspe^lcti^lve^l si^ltuati^lons and condi^lti^lons duri^lng onli^lne^l le^larni^lng, be^lsi^lde^ls that the^ly can apply acce^lssi^lble^l le^larni^lng me^ldi^la to he^llp stude^lnts le^larn E^lngli^lsh, e^lspe^lci^lally wi^lth the^l WhatsApp appli^lcati^lon.

b. For stude^lnt

Thi^ls re^lse^larch i^ls e^lxpe^lcte^ld to contri^lbute^l to stude^lnts' support for le^larni^lng E^lngli^lsh by usi^lng avai^llable^l le^larni^lng me^ldi^la and can be^l use^ld duri^lng onli^lne^l le^larni^lng.

4 CHAPTE^lR I^lI^l

RE^lVI^lE^lW OF RE^lLATE^lD LI^lTE^lRATURE^l

2.1 Te^lachi^lng and Le^larni^lng i^ln Rural are^las

Rural are^las are^l re^lmote^l are^las locate^ld i^ln some^l are^las far from the^l urban are^las. Accordi^lng to Khattri^l (1997), a rural are^la i^ls a ge^lographi^lcal are^la wi^lth di^lffe^lre^lnt characte^lri^lsti^lcs from urban are^las. For e^lxample^l, a rural are^la can be^l de^lte^lrmi^lne^ld i^lf i^lts populati^lon i^ls le^lss than 2500. More^love^lr, he^l also me^lnti^lons othe^lr aspe^lcts of the^l re^lle^lvant ge^lographi^lc are^las, wi^lth consi^lde^lrati^lon as rural, urban i^lncludi^lng the^l type^ls of work avai^llable^l i^ln the^l are^la and the^l le^lve^ll of soci^lali^lty.

Accordi^lng to Crocke^ltt (2000), the^l compari^lson be^ltwe^le^ln rural and urban are^las can be^l se^le^ln from the^l le^lve^ll of populati^lon de^lnsi^lty and the^l le^lve^ll of job opportuni^lti^le^ls. The^ly me^lnti^lon that rural are^las have^l a lowe^lr populati^lon de^lnsi^lty than urban are^las wi^lth a hi^lghe^lr populati^lon de^lnsi^lty. E^lmployme^lnt opportuni^lti^le^ls i^ln rural are^las te^lnd to be^l small compare^ld to urban are^las. I^lf the^lre^l are^l si^lgni^lfi^lcant job opportuni^lti^le^ls, the^ly usually work as farme^lrs, mi^lni^lng, arti^lsans, and othe^lr low-ski^lll pri^lmary se^lctors. Rural are^las have^l mi^lni^lmal i^lnfrastructure^l and lack te^lchnology i^lmple^lme^lntati^lon, whi^lch i^ls di^lffe^lre^lnt from urban are^las wi^lth comple^lte^l i^lnfrastructure^l and rapi^ld te^lchnologi^lcal advance^ls (Howle^ly, 1995).

From the^l pe^lrspe^lcti^lve^l of the^l harmful condi^lti^lons i^ln rural are^las, thi^ls also affe^lcts the^l le^larni^lng proce^lss i^ln rural schools. Khattri^l (1997) de^lscri^lbe^ls se^lve^lral possi^lble^l facts about stude^lnts goi^lng to school i^ln rural are^las, i^lncludi^lng that stude^lnts may have^l to go long di^lstance^ls to school, re^lstri^lct the^li^lr li^lve^ls and i^lncre^lase^l the^l

5

possi^lbi^lli^lty of droppi^lng out. Lusche^li^l (2012) also state^ls that “the^l bi^lgge^lst e^lducati^lonal challe^lnge^l faci^lng I^lndone^lsi^la i^ls the^l country’s vast ge^lography and many re^lmote^l are^las”.

More^love^lr, Hargre^lave^ls (2009) me^lnti^lons that te^lache^lrs at urban schools have^l a lot of acce^lss to te^lachi^lng mate^lri^lals. I^ln contrast, te^lache^lrs i^ln rural are^las ofte^ln lack te^lachi^lng mate^lri^lals that can support the^lm i^ln de^lli^lve^lri^lng the^li^lr le^lssons i^ln the^l classroom. Thi^ls condi^lti^lon cause^ls the^l te^lachi^lng and le^larni^lng proce^lss to be^l monotonous.

School i^ln rural are^las i^ls that groupe^ld accordi^lng to the^li^lr ge^lographi^lc are^la or i^ln i^lnte^lrcommuni^lty structure^ls. Thi^ls fact can e^lxplai^ln that schools i^ln rural are^las are^l only avai^llable^l i^ln one^l place^l, and stude^lnts i^ln othe^lr are^las must trave^ll long di^lstance^ls to re^lach the^l only school locate^ld i^ln a sub-di^lstri^lct (Khattri^l, 1997). Whi^lle^l the^lre^l are^l some^l re^llati^lve^lly harmful le^larni^lng condi^lti^lons i^ln vi^lllage^ls, rural e^lducati^lon also offe^lrs pote^lnti^lally favourable^l condi^lti^lons that have^l be^le^ln se^le^ln as ‘prote^lcti^lng stude^lnts from e^lducati^lonal fai^llure^l’ (Khattri^l, 1997).

I^ln ge^lne^lral, schools i^ln rural are^las have^l tri^lm populati^lon le^lve^lls and are^l i^lsolate^ld from urban are^las. The^lre^lfore^l, te^lache^lrs must i^lmprove^l the^li^lr abi^lli^lty to bui^lld good communi^lcati^lon wi^lth stude^lnts (Harmon, 2002). The^l di^lffe^lre^lnce^l be^ltwe^le^ln te^lachi^lng i^ln rural and urban schools i^ls that te^lache^lrs i^ln rural are^las i^lnvolve^l i^lnte^lrpe^lrsonal re^llati^lonshi^lps wi^lth stude^lnts. I^ln contrast, such re^llati^lonshi^lps are^l rare^lly found i^ln rural are^las (Ballou, 1995). From thi^ls re^llati^lonshi^lp, the^l te^lache^lr can be^l use^ld to moti^lvate^l stude^lnts i^ln le^larni^lng and i^lmprove^l the^li^lr abi^lli^lti^le^ls so that the^ly are^l i^ln li^lne^l wi^lth stude^lnts who study i^ln urban are^las (Hardré, 2003).

6

Good le^larni^lng come^ls from the^l te^lache^lr and the^l stude^lnts the^lmse^llve^ls.

Be^lcause^l the^l ne^le^lds i^ln le^larni^lng i^ln rural are^las i^lnclude^l coope^lrati^lve^l, pe^le^lr gui^ldance^l, di^lsci^lpli^lne^ld le^larni^lng, schools can offe^lr outdoor le^larni^lng. I^ln addi^lti^lon, schools i^ln rural are^las can take^l advantage^l of nature^l to le^larn more^l qui^le^ltly (Harmon, 2002).

One^l of the^l factors that support the^l succe^lss of a school syste^lm i^ls the^l support from ce^lrtai^ln parti^le^ls, i^lncludi^lng the^l school pri^lnci^lpal, pare^lnts, te^lache^lrs and communi^lty me^lmbe^lrs. Good coope^lrati^lon wi^lth the^lse^l parti^le^ls wi^lll affe^lct stude^lnts’ acade^lmi^lc le^lve^ll and i^lmprove^l the^l quali^lty of te^lachi^lng (Barle^ly, 2007).

Base^ld on e^lxpe^lrts’ opi^lni^lons who e^lxplai^ln the^l te^lachi^lng and le^larni^lng proce^lss i^ln rural are^las, i^lt can be^l conclude^ld that le^larni^lng i^ln schools i^ln rural are^las has i^lts characte^lri^lsti^lcs.

Thi^ls i^ls be^lcause^l schools i^ln rural are^las have^l se^lve^lral harmful condi^lti^lons such as lack of faci^lli^lti^le^ls and i^lnfrastructure^l, di^lve^lrse^l stude^lnt condi^lti^lons, te^lache^lr compe^lte^lnce^l i^ln te^lachi^lng, and much more^l. The^lse^l condi^lti^lons ulti^lmate^lly affe^lct the^l quali^lty of le^larni^lng be^ltwe^le^ln te^lache^lrs and stude^lnts. The^lre^lfore^l, schools i^ln rural are^las are^l re^lqui^lre^ld to i^lmprove^l the^l quali^lty of stude^lnts and de^lve^llop le^larni^lng cre^lati^lvi^lty so that le^larni^lng can conti^lnue^l e^lve^ln though i^lt has li^lmi^ltati^lons. The^l schools the^lre^l also have^l good practi^lcal le^larni^lng pote^lnti^lal be^lcause^l schools i^ln rural are^las sti^lll have^l the^l nature^l of natural le^larni^lng and conte^lxtual le^larni^lng.

2.1.1 The^l I^lssue^ls of Onli^lne^l Le^larni^lng i^ln Rural Are^las

Base^ld on surat e^ldaran le^ltte^lr numbe^lr 4 of 2020 from the^l Mi^lni^lstry of E^lducati^lon and Culture^l (Ke^lme^lndi^lkbud), i^lt i^ls e^lxplai^lne^ld that all stude^lnts and te^lache^lrs are^l re^lqui^lre^ld to i^lmple^lme^lnt di^lstance^l le^larni^lng duri^lng the^l pande^lmi^lc. Thi^ls