The Barriers of English Languange Teaching and Learning in Rural

Indonesian: Teacher and Student Voices

Nadya Riezke Shevira1, Siti Khusnul Fidayah, Firda Rohmatul Ulya, Dewi Permata Sari

Student English Languange EducationI/TBI A’19

1,2,3,4
Institut Agama Islam Negeri Kudus, Kudus, Indonesia

1
riezkenadya@gmail.com , khusnulfidayah@gmail.com , firdarohmatululya22@gmail.com ,

permatadewi320@gmail.com

Abstract

Learning English in schools in Indonesia is experiencing a revolution that significant and

very fast. In conducting English language learning, problems will arise, both experienced by

teachers and students. The problems of learning English have actually been around for a long

time before the change in the English curriculum to the implementation of the 2013 curriculum.

This study aims to find out what are the obstacles in learning English in schools in Indonesia

from the perspective of teachers and students. And know how to overcome the obstacles faced in

learning English. The method of this research is Narrative Inquiry. Data obtained from direct

questionnaires to English teachers and students from several rural schools in Indonesia. The

results of this study First, teachers still use methods that make students not interested in

receiving the material being taught, Second Schools do not support English language learning,

Language learning English is much more difficult than Indonesian, in addition to understanding

the meaning of the language itself, students must be able to write and pronounce words in

English according to the pronunciation of English itself, this complexity sometimes makes
students or children learn English less. English learning methods and models need to be

improved, then schools need to support English learning facilities and infrastructure in schools.

Keywords: Barriers, English Languange, Student, Teacher, Teaching, Learning.

Introduction

The most common and predominantly student problem is language barrier, which can lead to

academic difficulties, social exclusion, psychology. (Park, Klieve, Tsurutani, & Harte, 2017) In

particular the barriers to learning English, teachers and students feel these barriers. Moreover,

people who are not native English speakers feel these barriers, especially in rural Indonesian.

Basically, English is one of the foreign languages taught in school in rural Indonesian. Therefore,

students and teachers there inevitably have to learn English. So, later on, they make it a

challenge for those who want to learn and teach English. The needs of teachers, including

participating in teacher training for teachers in rural areas, are an important spotlight in order to

serve students who are growing fast in schools (Hansen-Thomas et al., 2016)

The study on English teachers’ barriers done by some researchers in decade. (Amin, 2015)

stated that the problem has to do with the different ways of thinking, seeing, hearing and

interpreting the world. Therefore, (Yasin et al., 2018) mentioned that the biggest challenge is to

understand the mentors’ explanation of the words or sentences in English. Thus, (Al Farabi,

2015) revealed that the learners of a foreign language and the translator, accordingly, face real

difficulties which they cannot overcome. This difference between this study and previous

research is the spesific aspect they studied. Most of the previous studies examined in terms of

cultural and socio linguistics. In contrast to this study that examines in terms of barriers in

general and concentrates research spesifically from rural Indonesia.

 This research aim to explore the teachers barriers on teaching and learning English in rural

Indonesian especially on High School. There are some rural schools that lack adequate facilities

in various aspects. Lack of books to support learning or not the availability of internet service at

the time this has become commonplace used to access learning resources other. In addition,

frequent curriculum changes have made teachers and rural schools overwhelmed and less

prepared to follow new curriculum. This is an obstacle for teachers and students in the learning

process. Therefore, in this study, we will look at other constraints faced above, other problems

that arise are faced by the teacher during the learning process teaching English in High School

and how teachers implement Teaching English in High Schools.

This research is expected to be an additional information and science for teachers and

students who are learning and teaching English. And, hopefully with this research, students,

especially in rural Indonesia can improve their English well. (Alhabahba et al., 2016) Hopefully,

this research becomes a reference when learning English is not as easy as imagined. So, they

won’t underestimate when they get English lessons.

Literature Review

Teaching and learning English in online setting

The COVID-19 pandemic, which has hit the whole world, has affected various activities

from various sectors, including the education sector. (Kummitha et al., 2021). The covid19 virus

causes us to always maintain health, cleanliness and various other health protocols. As a result

of government regulations for locking down or being required to maintain distance along with

other health protocols, the education sector around the world has switched to online learning

instead of offline or face-to-face learning as is usually the case. Online teaching and learning is a

teaching method that adopts digital technology and mixes 2 learnings. Such learning is often
referred to as 'e-learning'. Conventionally, online teaching and learning is seen as a type of

'distance learning' — a general term used to describe any learning that takes place at a distance

rather than in a traditional classroom and meets virtually via digital screens (Brief, 2020).

Teaching and learning in an online environment that provides virtual real-time interaction (face

to face via mobile or computer screens) between educators and students, including through

online platform applications, expanding traditional classrooms into virtual classrooms through

technology. In fact, the existence of these media and applying a virtual classroom approach is

seen as an alternative method to improve the teaching and learning process in today's abnormal

situation. It can also be an alternative method for educators to improve online teaching and

learning (Kummitha et al., 2021). Online teaching and learning driving the shift from face-to-

face classroom learning to online learning during COVID-19 is to ensure that students complete

their academic year without interruption in this abnormal situation (Behari-leak & Toni, n.d.

2020).

Online learning is very different from offline (face to face) learning. Educators and students

are in different locations and can even be in different countries and time zones. They cannot

easily interact with or "see" one another, because the screens of computers or devices are often

too small or inadequate. And often there are obstacles, namely environmental disturbances that

make it more difficult for students to access and also a lot of technical problems such as internet

connection (Peachey, 2017). It is this difference that requires educators to maintain a classroom

environment that is conducive to language learning and also to be involved in an effective

teaching and learning process. For example, teachers and students may not be able to see who

wants to take a turn to speak. Learning and interaction can therefore look very different in a
synchronized online classroom. So a teacher must be able to create an active classroom

atmosphere (Moorhouse, 2020).

Learning English in online settings as it is today using an online language learning platform

that offers virtual learning spaces where students can determine their own learning goals by

utilizing resources of their own choice, including how to learn speaking, linguistics, life and

different experiences, take part in international webinars online and for free, take lessons from

online platforms or institutions. However, this type of online learning is relatively informal, and

students have a high degree of control over various learning decisions such as what kind of

content will be studied, how much time is devoted to learning and where to study. Online

language learning refers to diverse learning settings. While online English learning has been

widely discussed in the literature. It was found that there is increasing interest in online English

learning. Looking at how students use applications to learn English, (Isbell, 2018) found that

students' persistence in learning varied widely across timescales, and motivation was difficult to

maintain because the quality of the material offered by the platform was limited, resulting in

ineffective learning. Online language learning also includes informal language learning, which

makes use of online resources that can be found in online communities.

Teaching and learning English Barriers

In the process of learning English, a student must have experience an obstacle in the learning

process. These barriers can cause less than the maximum student learning outcomes. This can

happen to anyone. Teaching and learning English has two objectives: first, to strengthen the

foundation of the English language and then emphasize more detailed English, especially ESP

(Ahmadi & Rahimi, 2012) which greatly influences the learning process and supports student

specialization.
 English subjects in educational institutions Even though the design, curriculum, availability

of subject textbooks, teaching and learning methods, and an effective administration department

have been properly designed, the teaching-learning process sometimes seems futile when the

learning process and skills development on students who are actually not in accordance with the

target. However, it may be that more effective and innovative changes would have been made if

a systematic analysis had been made in the past exploring the factors responsible for students'

learning barriers and their low levels of performance. Meanwhile, educators and students face

many challenges for various reasons. When the teaching and learning process takes place

Teachers face the following challenges: poor background knowledge of students in English (lack

of early English education), bilingualism in teaching, student psychology, language policy

(English which is still considered west west related to local culture), the status of English,

methods and strategies, assessment systems and the like (Alfallaj, 2013). Meanwhile, in learning

English, students face challenges because of the following: differences between past and present

teaching styles, examination techniques, and workload, more focus on English activities and

focused teaching (only on educational materials), system stricter evaluation, hard work, lack of

proper motivation and attitudes towards English (Alfallaj, 2013). The challenges of pedagogic

learning and teaching in such education are definitely a difficult task for all concerned.

Therefore, all parties become more important in the situation of English language teaching or

English foreign language classes. Behind this point of view, we try to choose the obstacles that

affect students' English learning in rural Indonesia with the aim of reducing the barriers to

learning English. according to the perspective of students and teachers.

The teaching-learning process takes place through various efforts and consequences. In this

process, students and teachers experience obstacles that have a negative impact on the teaching
and learning process. Such barriers are a common phenomenon in any context and situation in

the educational arena. However, situations can change depending on conditions from one place

to another. Barriers among students to learning may include factors that can sometimes be

overcome. However, in social factors, barriers such as natural disasters, physical disabilities or

limitations become almost impossible to solve or minimize.

Including obstacles in educational institutions in the learning process are problems caused by

different accents have led to the students encountering difficulties not only in understanding their

lecturers, but also each other (Park, Klieve, Tsurutani, Harte, et al., 2017). Further, students who

speak English as an additional language (EAL) usually have a foreign sounding accent, is quite

different from the norms of native English speakers, and can lead to accent stereotyping (Park,

Klieve, Tsurutani, Harte, et al., 2017). This can prove a substantial obstacle to the students' social

integration, accordingly leading to their social isolation (Park, Klieve, Tsurutani, Harte, et al.,

2017).

Previous Study
In previous studies related to barriers of teaching and learning English conducted by (Ahmadi

& Rahimi, 2012), there are several factors affecting learning EAP (English for Academic

Purposes) including low student literacy and understanding. In addition, there is a need for a

learning theory that must be adapted to the needs of students for EAP (English for Academic

Purposes) and ESP (English for Specific Purposes). In developing English for Foreign Language

(EFL) in Turkey, institutions need special policies such as macro policies and micro policies to

support every lesson and teaching plan (curriculum). As for the micro policy it can be carried out

by incorporating cultural elements that are tailored to the needs of students (Farabi, 2013). But

the other hand, incorporating cultural elements into learning English can affect students learning
experiences and can even hinder the effective learning process of English. For this reason,

learning English as a native language must be balanced with socio-culture so that there are no

glitches that must be eliminated and of course still pay attention to the linguistic aspects of the

English language (Farabi, 2013).

Cultural factors are the most vital factors in teaching and learning English as a foreign

language. In a study conducted by (Amin, 2015) revealed that the use method of culturing

iranian culture with English will help achieve effective learning. This is indicated by the data

44,7% of participants agree with this. Socio-culture becomes a challenger in English foreign

language because the pronunciation, writing and grammar, as well as linguistic are certainly

different from the original language and culture. In research conducted in Arabic, it was found

that their writing and learning English as a foreign language (EFL) will not be successful if

native culture is not collaborated with english culture related to written patterns (Hamzaoui,

2015). In teaching foreign languages there are several barriers apart from the socio-culture of a

country. Research conducted by (Nasr et al., 2019) found that teachers of English as a foreign

language need to pay attention to the instruments and add a greater understanding of assessment

of language (AFL). This research has important implications for teachers to seek new

innovations in including assessment of language (AFL) in supporting English language foreign

(EFL) learning instruction.

Besides the mother tongue, English is the second language used throughout the world

because English is an international language used in conversations between countries in the

world. With the demands of teaching and learning foreign languages, of course, it has its own

barriers and problems for students and teachers in achieving the level of efficiency and

proficiency in teaching English as a foreign language (EFL) in Lebanon, it is a serious challenge

faced by educators and students. Of course, the government also participates in taking serious

policies related to empowering English teachers, instructors, and the education system (Esseili,

2014). The curriculum system is a socio-cultural problem that has an impact on learning English

as a foreign language. The use of a curriculum that is tailored to the needs of students and

collaborative learning is considered more effective to achieve success in learning. A study

conducted at a university in Saudi Arabia that focuses on the factors that influence EFL student

engagement and learning progress. And the results show that cross-cultural factors affect the

level of efficiency of learning English and become a major factor in barriers to achieving

proficiency levels. Lack of motivation and EFL teaching methods and inadequate curriculum are

obstacles that must be addressed by educators and of course there must be new innovations in

designing EFL teaching syllabus to achieve efficiency levels. Technology-based learning

methods and promoting collaborative education need to be launched in order to increase students'

learning motivation (Liton, 2016).

The Study
A study of the existing literature shows that the barriers to learning and teaching English as a

foreign language are mostly the triggering factor related to indigenous culture because culture

itself cannot be separated from the life of every human being and culture also produces various

aspects of life that are different in every country in the world. And in learning and teaching

English as a foreign language, several cultural factors that become obstacles in teaching are

generally known as cultural barriers. Cultural barriers become obstacles in understanding,

learning and teaching English as a foreign language including body language, religious beliefs,

and social habits. (Amin, 2015) The difference between this study and previous research is the

specific aspect they studied. Most of the previous studies examined in terms of socio linguistic,

the differences in socio linguistics include the barriers related to pronunciation. Pronunciation of
words that are different from the mother tongue creates serious obstacles in achieving the level

of proficiency in English as a second language. Apart from that, another obstacle in teaching and

learning English as a foreign language is the curriculum that they used. The curriculum is a

fundamental aspect in carrying out learning and teaching activities.

The level of success of teaching can be achieved efficiently can be seen from how the

curriculum works and whether the learning and results are in accordance with the curriculum and

the level of achievement to be achieved. Innovation and learning collaboration are the most

important factors in curriculum formation in order to create the desired learning goals. In

contrast to this study that examines in terms of barriers in general and concentrates research

spesifically from rural Indonesia. In addition, rural culture in Indonesia is different from other

cultures because the use of language, traditions, and social conditions vary from one region to

another. For this reason, researchers need to examine more deeply related to the cultural diversity

and social conditions of people in rural Indonesia that are diverse as well as cultural barriers that

have an impact on educational practice and in teaching English as a foreign language in rural

Indonesia.

This research aims to explore the teachers’ barriers on teaching and learning English in rural

Indonesian especially on elementary school. This research is expected to be an additional

information and science for teachers and students who are learning and teaching English. And

hopefully with this research, students, especially in rural Indonesia can improve their English

well (Alhabahba et al., 2016) hopefully this research becomes a reference when learning English

is not as easy as imagined. So, they wont underestimate when they get English lesson.
Method

Narrative inquiry has become a legitimate means of research in all areas of social research

(Mendieta & Barkhuizen, 2019; Pavlenko, 1997), and in the English Languange Teaching field

particularly, it has been embraced to understand language education from the perspective of

those who do the Teaching and Learning. (Mendieta & Barkhuizen, 2019; Barkhuizen, Benson,

& Chik, 2014; Bell, 2002). As Golombek and Johnson (Golombek & Johnson, 2007) say, it is a

way of getting at what teachers know, what they do with what they know and the sociocultural

contexts within which they teach. In the context of online/blended learning, a narrative inquiry

approach offers an ‘accessible means of researching the experience of teachers who have been

required to make significant changes in the way they teach (Shelley et al., 2013). Narrative

inquiry is a “multilayered and many stranded” form of qualitative research(Grady et al., 2018),

which makes it a complex research approach to enact and an even more complicated method to

explain (Clandinin, 2006). Clandinin (Clandinin, 2006) thumbnail sketch of narrative inquiry as

a mode of research and a representational form serves as an apt starting place. Also

groundbreaking assertion concerning two different modes of human knowing, narrative and

paradigmatic, sits in the background. This backdrop sets the stage for narrative inquiry rubbing

against other perspectives and narrative inquirers positioning themselves differently than others

in the living and telling of their research studies. They concurrently privilege human experience

as a personally and socially shaped phenomenon. As a (Clandinin, 2006) explained, researchers

in the narrative inquiry tradition necessarily “avoid strategies,tactics, rules, and techniques that

flow out of other the oretical orientations because “experience is our concern”. A handbook has

been published mapping the narrative inquiry terrain (Clandinin, 2006).

Participants
Participant in The study is Students and Teacher in High School in Rural Indonesia and

made a questionnaires to ask them. The questionnaires which are distributed among 9 students

which are 88.9% female and 11.1% male and 3 Teacher which are 33.3% female and 66.7%

male at The Rural in Indonesia. The questionnaires include questions which are mainly to

identify the Barriers English language Teaching and Learning at the Rural in Indonesia. And it

included 9 questions asking the participants to express their own ideas through those questions

by means of the Barriers in English Language Learning and Teaching which might hinder their

learning process.

Data collection and instruments

The data collection process consisted of questionnaires distributed to students and teachers

using Indonesian to facilitate data collection. This study was conducted by analyzing the results

of questionnaires distributed to students and English teachers at high schools in rural Indonesia.

The questionnaire includes 8 questions for students and 9 questions for English teachers. In each

question, the main objective is to identify the problem of barriers to learning English in rural

Indonesia. The questions of this study were adapted to the situation in teaching English in senior

high schools in rural Indonesia. In the questionnaire given to students, it covers several main

points, namely, first respondents were asked about their experiences of hearing or reading

English in everyday life, which were assessed on a 3-point scale (1: very often; 2: often; 3:

never). Second, respondents were asked how difficult it was for them to learn English rated on a

4-point scale (1: very difficult; 2: moderately difficult; 3: easy; 4: very easy). Third, respondents

gave comments related to the factors causing difficulties in learning English. Fourth, respondents

were asked to provide comments regarding any obstacles they experienced when learning

English. Fifth, respondents were asked to provide comments regarding whether the use of
teaching tools in learning English can help learning effectiveness assessed on a 2-point scale (1:

yes; 2: no). Sixth, respondents were asked about their experience of using the internet in learning

English which was assessed on a 2-point scale (1: yes; 2: no), seventh, respondents were asked to

provide comments regarding the presence or absence of obstacles experienced when using

internet technology in learning English. Rated on a 2-point scale (1: yes; 2: no). Finally,

respondents were asked to provide suggestions regarding the English learning model so that it is

easy to understand.

In the questionnaire given to teachers, it covers several main points, namely, related to the

obstacles experienced in teaching English at high schools in rural Indonesia. First, respondents

were asked about their teaching experience in rural Indonesia rated on a 2-point scale (1: never;

2: never). Second, respondents were asked whether or not there were any obstacles they

experienced when teaching English in rural Indonesia, assessed on a 2-point scale (1: yes; 2: no).

Third, respondents were asked to provide comments regarding what are the obstacles in teaching

English in rural Indonesia. Fourth, respondents were asked about the participation of students'

enthusiasm in learning English which was assessed on a 3 point scale (1: yes; 2: no; 3: maybe).

Fifth, respondents were asked to provide comments regarding how to make students more

interested in learning English. Sixth, respondents were asked to comment whether the use of

applications or teaching tools could support English language learning in rural areas assessed on

a 2-point scale (1: yes; 2: no). Finally, respondents were asked to provide comments regarding

how to apply teaching applications/tools in teaching English.

Student’s Data :

NAME AGE GENDER CLASS

KH 17 FEMALE 12
 RN 17 FEMALE 12

AFC 17 FEMALE 12

NS 17 FEMALE 12

NF 17 FEMALE 12

NPS 17 FEMALE 12

NM 17 FEMALE 11

IN 17 MALE 12

DN 17 FEMALE 11

Teacher’s Data :

NAME GENDER AGE TEACHING

EXPERIENCE

TI FEMALE 40 20 YEARS

HS MALE 23 3 YEARS

MU MALE 33 10 YEARS

Data analysis
Based on the results of a survey conducted online with the final result, a total of 9

respondents from a survey of students who have or are studying English in rural Indonesia and 3

respondents from a survey of English teachers in rural Indonesia who have answered all

questions about learning and teaching difficulties English. The data from the survey are colleted
into one. Descriptive analysis was conducted based on the perceptions of English teachers and

students learning English, especially in High School located in rural Indonesia.

Result

Barriers Teaching English

Students pay less attention to what I say

Teacher TI said that he felt students tended to pay less attention to what she said. This can be
seen from the following questionnaire data:

“I feel that students at my school tend to not understand what I’m saying.” (Teacher TI,
Questionnaire June 21st, 2021)

Students are also less interested in learning English

Teacher TI also admitted that students were less intersted in learning English. This can be seen
through the following questionnaire data:

“And, I feel that students are less interested in learning English.” (Teacher TI,
Questionnaire June 21st, 2021)

I feel that facilities for teaching and learning activities are inadequate

Teacher TI while teaching English in rural Indonesian had difficulties in teaching because of the
lack of facilities for teaching and learning activites. She admitted the facilities and infrastructure
were not supportive at the school she taught. This can be seen from the following questionnaire
data:

“I feel that the facilities and infrastructure at the school I teach are inadequate, so I have
difficulty teaching.” ( Teacher TI, Questionnaire June 21st, 2021)

This barrier is not only experienced by one teacher, but other teachers are also experience the
same thing. As experienced by teacher MU who admitted that at the school were inadequate.

“ I have difficulty teaching because the facilities and infrastructure at my school are
inadequate.” (Teacher MU, June 21st, 2021)

Unsupportive school environment

Teacher MU revealed that while he was teaching he felt the environment around the school was
not supportive. This can be seen from the following questionnaire data:

“The environment in the school that I teach is also less supportive in learning English,
because there needs to be adaptation to the school environment.” (Teacher MU, Questionnaire
June 21st, 2021)

I feel lacking in mastery of the material

In addition, the HS teacher said that he had difficulty teaching English because his mastery of
teaching materials was still lacking. This can be seen from the following questionnaire data:

“I find it difficulty to teach because of the lack of mastery of material on English.”

(Teacher HS, Questionnaire June 21st, 2021)

From the data above, the authors can be conclude that English teachers have barrier in teaching
because students do not understand what teacher is saying, students are not interested in learning
English, facilities and infrastructure in schools are inadequate, the school enviroment is not
supportive, and lack of mastery of teaching materials. Therefore, the surrounding enviroment and
facilities for teaching and learning activities in schools need to be improved so that learning
activities are created according to the times and students better understand what teacher is
saying.

Barriers Learning English

I am not good at vocabulary

During learning English, student KH felt that she was not deep in vocabulary. This can be seen
from the following questionnaire results:

I feel that I don’t understand English vocabulary because I don’t master many words.”
(Student KH, Questionnaire June 21st, 2021)

It turns out, from the results of the questionnaire data, not only student KH who are less deep in
vocabulary, but student NPS also feel that they lack vocabulary mastery.

“I have barrier learning English because I don’t master difficult vocabulary.” (Student
NPS, Questionnaire June 21st, 2021)

I have a hard time understanding grammar

Student KH also finds it difficult to understand the grammar in English. This can be seen from
the following questionnaire data:

“I had a hard time understanding grammar because it was so complicated to

understand.” (Student KH, Questionnaire June 21st, 2021)

This barrier was not only experienced by one student, but several students also felt the same way,
as experienced by student RN who admitted that she difficulty understanding grammar.

“I am confused about putting words together to form sentence because it is difficult to

understand grammar.” (Student RN, Questionnaire June 21st, 2021)

English is too convoluted

Student NM said that she had difficulty learning English because she thought English was too
complicated. This can be seen from the questionnaire data:

“I think English is too convoluted, as the writing and pronounciation are different.”
(Student NM, Questionnaire June 21st, 2021)

I have a hard time memorizing vocabulary

Student NF admitted that she had difficulty memorizing vocabulary. This can be seen from the
following questionnaire data:

“When the teacher told me to memorize vocabulary, I found it difficult to memorize it

because there were some words that were difficult to remember.” (Student NF,
Questionnaire June 21st, 2021)

Not only student NF who experience these problems, it turns out that student DN also experience
the same thing. This can be seen from the following questionnaire data:

“I find it difficult if the teacher sets a target for depositing vocabulary memorization
because I find it difficult to memorize it.” (Student DN, Questionnaire June 21st, 2021)

English is not used in daily life

Student IN admitted that it was to difficult to learn English because English was not applied in
daily life. This can be seen from the following questionnaire:
 “In the environment around me, and at school also do not apply English in daily life, so I
easily forget after learning English.” (Student IN, Questionnaire June 22nd, 2021)

I find it difficult to translate from Indonesian to English

Student NS said that she found it difficult to translate from Indonesian to English. This can be
seen from the following questionnaire:

“When the English teacher told me to speak English, I found it difficult to translate from
Indonesian to English.” (Student NS, Questionnaire June 22nd, 2021)

Difficult to determine part of sentence

Not only that, student NS also admitted that she found it difficult to distinguish how to determine
the pattern of part of sentence when composing a sentence. This can be seen from the following
questionnaire data:

“I find it difficult to distinguish what is subject, predicate, object, and adverb when
constructing a sentence.” (Student NS, Questionnaire June 22nd, 2021)

Difficulty understanding sentences using figure of speech

Meanwhile, student AFC found it difficult to understand sentences using figure of speech. This
can be seen from the following questionnaire data:

“I still have difficulty understanding sentences that use figure of speech such as idioms,
and others.” (Student AFC, Questionnaire June 22nd, 2021)

From the data above, the authors can conclude that the barrier experienced by students in rural
Indonesian when learning English are that students do not understand vocabulary, have difficulty
memorizing vocabulary, do not use English in daily life, difficult to translate from Indonesian to
English, difficult to determine the part of sentence, and difficult to understand sentences using
figure of speech. Therefore, students in rural Indonesian need more attention and teacher
guidance on how to make interesting learning methods to support learning activities easier to
understand.
Discussion

The current study in the process of data analysis found different problems regarding the

perceptions of students and teachers in the obstacles experienced in learning English. Based on

the findings that this study found some common practical barriers in learning English, 44.4% of

the participants experienced difficulties in learning English. And 55.6% of the participants

admitted that they are not used to using English in everyday life. The majority of the obstacles

they experience in learning English are that they do not understand the use of vocabulary and

grammar.

The research analysis also highlights several obstacles related to the barriers to teaching

English in rural Indonesia. In terms of the challenges that are cited as the biggest challenges

faced by rural school teachers in their work with ELT, a number of issues. The most important

and general category that emerged was that the researcher found that the facilities and

infrastructure for learning English in rural Indonesia were inadequate and the students lacked

enthusiasm. And students understanding of the English material being taught.

Overall, the comments express both an honest exposition of their beliefs about rural teachers

and students' most prominent challenges and a genuine desire to address those challenges. In

looking at the exploration of the obstacles found in learning English in rural Indonesia, it is

necessary to innovate to increase student interest in learning English. The participants admitted

that they agreed that learning English uses teaching tools/applications to support the interest and

effectiveness of learning English. Teachers in teaching English need innovation in using

interesting learning media so that students are more enthusiastic in learning English.
Conclusion

This study has shown the difficulties of rural teachers and students in teaching and learning

English. English teachers have barrier in teaching because student do not understand what

teacher is saying, students are not interested in learning English, facilities, and infrastructure in

school are inadequate, the school environment is not supportive, and lack of mastery of

teachecing materials. The narrative in this study shows the use of teaching tools/applications to

support the interest and effectiveness of learning English is very much needed in rural areas.

Teachers in teaching English need to make new innovations that can help students easily learn

English. The teaching period make teachers better be able to understand the atmosphere of the

English class of students, so that educators have more detailed answers in our research

view.student in rural Indonesian need more attention and teacher guidance on how to make

interesting learning methods to support learning activities easier to understand.

References

Ahmadi, A., & Rahimi, M. (2012). Barriers to English for specific purposes learning among

Iranian University students. Procedia - Social and Behavioral Sciences, 47, 792–796.

https://doi.org/10.1016/j.sbspro.2012.06.736

Al Farabi, R. (2015). ISRA) Volume-I, Issue-V. International Research Journal of

Interdisciplinary & Multidisciplinary Studies (IRJIMS) A Peer-Reviewed Monthly Research

Journal, ISSN(V), 788711.

Alfallaj, F. (2013). The Use of Linguistics in Teaching Pronunciation to Saudi Students. Journal

of Social Science, 14(2), 134–143.

Alhabahba, M. M., Pandian, A., & Mahfoodh, O. H. A. (2016). English language education in

jordan: Some recent trends and challenges. Cogent Education, 3(1).

https://doi.org/10.1080/2331186X.2016.1156809

Amin, A. (2015). Cultural barriers on English language Teaching and Learning in EFL context.

4(1), 32–36.

Behari-leak, K., & Toni, N. (n.d.). A Deep Dive into Curriculum Complexities in the Time of

COVID-19. 107–132.

Bell, J. S. (2002). Narrative Inquiry : More Than Just Telling Stories. 36(2), 207–213.

Brief, P. (2020). Policy Brief : Education during COVID-19 and beyond. August.

Clandinin, D. J. (2006). Research Studies in Music Education.

https://doi.org/10.1177/1321103X060270010301

Esseili, F. (2014). English Language Teaching in Lebanese Schools : Trends and Challenges.

Farabi, R. Al. (2013). The barrier to Turkey foreign teaching is foreign language policy : Macro-

and micro-level planning. 70, 1144–1151. https://doi.org/10.1016/j.sbspro.2013.01.170

Golombek, P. R., & Johnson, K. E. (2007). Teachers and Teaching : theory and practice

Narrative inquiry as a mediational space : examining emotional and cognitive dissonance

in second ‐ language teachers ’ development. May 2014, 37–41.

https://doi.org/10.1080/1354060042000204388

Grady, G. O., Clandinin, D. J., & Toole, J. O. (2018). Engaging in educational narrative

inquiry : making visible alternative knowledge. 3315.

https://doi.org/10.1080/03323315.2018.1475149
Hamzaoui, H. (2015). Exploring cultural barriers in EFL Arab learners ’ writing. Procedia -

Social and Behavioral Sciences, 199, 129–136. https://doi.org/10.1016/j.sbspro.2015.07.496

Hansen-Thomas, H., Grosso Richins, L., Kakkar, K., & Okeyo, C. (2016). I do not feel I am

properly trained to help them! Rural teachers’ perceptions of challenges and needs with

English-language learners. Professional Development in Education, 42(2), 308–324.

https://doi.org/10.1080/19415257.2014.973528

Isbell, D. R. (2018). Online informal language learning : Insights from a Korean learning

community. 22(3), 82–102.

Kummitha, H. R., Kolloju, N., Chittoor, P., & Madepalli, V. (2021). Coronavirus Disease 2019

and Its Effect on Teaching and Learning Process in the Higher Educational Institutions.

https://doi.org/10.1177/2347631120983650

Liton, H. A. (2016). Harnessing the Barriers That Impact on Students ’ English Language. 9(2).

https://doi.org/10.12973/iji.2016.927a

Mendieta, J., & Barkhuizen, G. (2019). Blended language learning in the Colombian context : a

narrative inquiry of teacher ownership of curriculum change Blended language learning in

the Colombian context : a narrative inquiry of teacher ownership of. Computer Assisted

Language Learning, 0(0), 1–21. https://doi.org/10.1080/09588221.2018.1553888

Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘ forced ’

online due to the COVID-19 pandemic ‘ forced ’ online due to the COVID-19 pandemic.

Journal of Education for Teaching, 00(00), 1–3.

https://doi.org/10.1080/02607476.2020.1755205

Nasr, M., Bagheri, M. S., & Sadighi, F. (2019). Iranian EFL teachers ’ assessment for learning
 practices and barriers : Do textbooks taught and teaching context matter ? Iranian EFL

teachers ’ assessment for learning practices and barriers : Do textbooks taught and teaching

context matter ? Cogent Arts & Humanities, 6(1).

https://doi.org/10.1080/23311983.2019.1646691

Park, E., Klieve, H., Tsurutani, C., & Harte, W. (2017). International students’ accented English

—Communication difficulties and developed strategies. Cogent Education, 4(1).

https://doi.org/10.1080/2331186X.2017.1314651

Park, E., Klieve, H., Tsurutani, C., Harte, W., Park, E., Klieve, H., Tsurutani, C., & Harte, W.

(2017). International students ’ accented English — Communication difficulties and

developed strategies International students ’ accented English — Communication

difficulties and developed strategies. Cogent Education, 12(1).

https://doi.org/10.1080/2331186X.2017.1314651

Pavlenko, A. (1997). Narrative Study : Whose Story Is It , Anyway ? 1981, 213–218.

Shelley, M., Murphy, L., & White, C. J. (2013). Language teacher development in a narrative

frame : The transition from classroom to distance and blended settings. System, 41(3), 560–

574. https://doi.org/10.1016/j.system.2013.06.002

Yasin, B., Yusuf, Y. Q., & Junita, M. (2018). Acehnese teachers teaching English to Rohingya

refugees: Process and cultural barriers. SAGE Open, 8(2), 1–14.

https://doi.org/10.1177/2158244018782574