Tantangan Guru dalam Pengajaran Bahasa Inggris sebagai Bahasa Asing (TEFL) di Pedesaan: Studi Kasus MTs di Kecamatan Pondok Kubang. Bahasa Inggris dianggap sebagai bahasa asing di Indonesia dan harus dipelajari oleh semua orang, terutama pelajar. Oleh karena itu, tujuan pengajaran bahasa Inggris di sekolah adalah untuk memperkuat kemampuan komunikasi siswa sebagai persiapan menghadapi era globalisasi.
Tujuan dari penelitian ini adalah untuk mengetahui tantangan-tantangan yang dialami oleh para guru khususnya guru Bahasa Inggris ketika melaksanakan kegiatan belajar mengajar di sekolah pedesaan dan kemudian untuk mengetahui faktor-faktor apa saja yang dihadapi guru dalam pengajaran Bahasa Inggris. Selain itu, penelitian ini berkontribusi membantu guru mengembangkan profesionalismenya dalam mengajar bahasa Inggris di pedesaan.
INTRODUCTION
- Limitation of the Problem
- Research Question
- Objective of the Research
- Significance of The Research
- Definition of Key Terms
As a result of these studies, the researcher was motivated to know more about the challenges teachers face in teaching English as a foreign language, more specifically in rural areas. The researcher will investigate the challenges and factors rural teachers face in teaching English. Teachers' Challenges in Teaching English in Rural Areas: A Case Study Madrasah Tsanawiyah in Pondok Kubang Sub-District”.
What are teachers' factors affecting the challenges of teaching English in rural areas. The researcher can increase the knowledge and information to explore the challenges and factors faced by teachers in teaching English in rural areas.
LITERATURE REVIEW
Teaching English as Foreign Language
TEFL is often taught in the student's own country, either in the public school system or in private schools.
Rural Area
Rural School
According to Fachrurrazy (2011), it is critical for anyone interested in learning English teaching strategies to understand the basic concepts in this subject. The teacher's responsibility is to ensure that the education is adapted to the needs of the students and that they learn in the classroom. According to Killen in (Afriani Liska et al., 2021), there are several types of English teaching strategies that can be used in the language teaching process.
Students can express their thoughts and address challenges in the classroom through writing (Afriani Liska et al., 2021). One of the consequences of the education system's inferiority in the school is the inability of rural schools to cope with the city's rapid growth.
Previous Studies
The previous study shares similarities with this research in that they all deal with teaching English in the rural area, but this study focuses on the challenges of teachers in teaching English in MT in Bengkulu Central sub-district. This study focuses on the issues of teaching English in rural areas as well, but the purpose of the research in this publication is primary school students in rural areas. This study differs somewhat from the previous one in that it focuses on the challenges that rural students have in learning English.
This study differs somewhat from the previous one in that it focuses on the challenges that rural teachers have in teaching English. Because of its purpose, this study is characterized as a descriptive qualitative design, specifically a case study.
Research Setting
According to the interviews above, the overwhelming rural junior high school students do not value English as a subject because of their family background and limited understanding of the world. According to the results of the interviews, all teachers believed that students must be critical for students to be active or participate in the global environment to learn English. According to the informants' statements above, English language teaching facilities in rural areas continue to be a challenge for English teachers to meet the expectations of the 2013 curriculum.
The first factor influencing the challenges teachers face in teaching English in rural areas is limited time. As this is a rural school, most of the students come from the local region. Based on the interview, the teacher admits that the socio-economic status of the students' parents and the motivational drive of the students influence their motivation and success in learning English.
Based on this, the researcher concludes that the teacher training that rural teachers obtain is still very limited. Then the factor is the teacher's personality, because in this country school it is. My thesis is about the challenges and factors teachers face when teaching English as a foreign language in rural areas, especially in MTs in Pondok Kubang sub-district.
So what do you think about the importance of teacher training for teaching English, especially in rural areas. Some of the materials are good and some are difficult to apply in this school, especially when the textbooks provided by the government are very monotonous. R : What do you think about the importance of teacher training for teaching English, especially in rural areas.
Reseacrh Subject
Data Collection Technique and Instrument Research
Technique of Analyzing Data
The data analysis technique in this investigation was the Miles and Huberman data analysis model. Data reduction is a selection process that focuses on simplifying, abstracting, and transforming rough data emerging from written field notes. This process continues throughout the investigation, even before the data is collected, as can be seen from the conceptual framework of the investigation, the nature of the research, and the data collection approach chosen by the researcher.
In this case, the researcher reduces the information during research activities when the data is not important or does not support the data the researcher needs. When the researcher observes teaching and learning activities in the classroom, the researcher selects and focuses on the challenges teachers face in teaching. As a second component in data analysis, this technique is used when collecting information, descriptions or stories to draw.
Looking at the data, the researcher thinks about what to do, can analyze or act differently based on his understanding. From the beginning of data collection, qualitative researchers begin to search for the meaning of something by looking for correct patterns (in the theoretical record), explanations, possible configurations, causal paths, and statements.
Trustworthiness
Triangulation is performed by posing the same research questions to different study participants, collecting data from multiple sources, and addressing those research questions using multiple methodologies. In the context of a research project, triangulation involves discovering the optimum technique to minimize differences in reality construction while collecting data on various events. In this study, the researcher used methodological triangulation to compare the outcomes of observation, interview and documentation.
RESULTS AND DISCUSSION
Discussion
Then, many junior high school students in rural areas do not appreciate English as a subject because of their family background and limited understanding of things they consider taboo. Some students in rural schools lack the motivation to learn English, so teachers need more skills to increase students' motivation to learn English. Moreover, it is not easy to apply the theory obtained from the training because there are still many shortcomings in rural schools.
Furthermore, there are relatively few teachers in rural schools for training in the learning process, such as the latest curriculum training, which means that teachers must also receive training to meet learning objectives. Teachers in rural regions use a variety of teaching methods to teach English, including PBL (Problem Based Learning), song method (sing), role play method, game method (game) and direct practice in the local environment for learning English. Hopefully, the findings of this study will serve as a resource for researchers doing follow-up studies on examining teachers' challenges in teaching English as a foreign language in rural areas.
T2: Teaching English in rural schools is difficult for students to understand a language that is foreign to them. R: Oh, I see, so what do you think about the importance of training teachers to teach English, especially in rural areas. T2: Yes, it should be very important, it is difficult for English teachers in rural areas to be trained because of limited information, so we as rural teachers need training.
The absence of English in primary schools is a significant barrier for schools in rural areas. T4 : The responses of rural English-taught students are 50% interested and 50% not interested, because those who are not interested in their local language are still very strong, so it is very difficult for these students to understand it, but it depends on the teacher who teaches it. But in reality, the government must know that our infrastructure in Indonesia is inadequate, uneven, especially in rural areas.
CONCLUSION AND SUGGESTION
Suggestion
As educators in rural schools, teachers must continue to raise their skill levels so that students in rural areas have the capabilities and competitiveness of students in urban areas. Based on these facts, it is hoped that the government will re-establish English subjects from the primary schools and pay more attention to the condition of facilities in schools located in rural areas for equal education. In addition, the government should also conduct frequent training of teachers teaching in rural areas to create sufficient quality teachers to adapt their teaching.
In addition, there should not be too much theory for teaching MTs in rural areas, but more practice. T3 : In my opinion, rural students should learn extra energy and thinking because rural students rarely use Indonesian, let alone English. R : Do you think that the learning activities are in line with the learning objectives that have been conveyed.
During our research at this school, we have the feeling that the teachers here use teaching methods that suit us as students in rural schools, even though the school facilities are inadequate.
