RESEARCH PROPOSAL

THE PROBLEMS AND TEACHER'S STRATEGIES IN TEACHING

ENGLISH AS A FOREIGN LANGUAGE IN RURAL SCHOOLS

MENGANALISIS PERMASALAHAN DAN STRATEGI GURU

DALAM PEMBELAJARAN BAHASA INGGRIS SEBAGAI BAHASA

ASING DI SEKOLAH TERPENCIL

BAMBANG SUPRIADI

210025301013

ENGLISH EDUCATION DEPARTMENT POSTGRADUATE

PROGRAM UNIVERSITAS NEGERI MAKASSAR

2022
 APPROVAL SHEET
PROPOSAL SEMINAR EXAMINATION

Research Title: Analyzing the Problem and Teachers’Strategies in Teaching

English as Foreign Language in Rural School
Name : BAMBANG SUPRIADI
Reg. Number : 210025301013
Department : POSTGRADUATE PROGRAM
Specification : ENGLISH EDUCATION DEPARTMENT
Makassar, 28 October 2022

Approved by
Committee of Supervisor

Andi Anto Patak, S.Pd.,M.Pd.,Ph.D Chairil Anwar Korompot, S.Pd., Ph.D.

Chairman Member

Acknowledged by

The Head of English Language Director of Graduate Programme State

Education Programme University of Makassar

Prof. Dr. Kisman Salija, M.Pd. Prof. Dr. H. Hamsu Abdul Gani, M.Pd.
NIP. 19530622 198003 1 004 NIP. 19601231 198501 1 029

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 LIST OF CONTENT

Page
TITLE PAGE
APPROVAL SHEET.............................................................................................ii
TABLE OF CONTENT.......................................................................................iii
CHAPTER I INTRODUCTION...........................................................................1
A. Background...................................................................................................1
B. Problem Statement........................................................................................4
C. Objective of Study........................................................................................4
D. Significance of Research.................................................................................
CHAPTER II RELATED LITERATURE............................................................
A. Theoretical Review.........................................................................................
B. Previous Related Research Findings...............................................................
C. The Conceptual Framework............................................................................
CHAPTER III RESEARCH METHODOLOGY.................................................
A. Type of Research............................................................................................
B. Time and Place of Research............................................................................
C. Research Design..............................................................................................
D. Subject of Research.........................................................................................
E. Operational Defenition of Variables...............................................................
F. Research Procedure.........................................................................................
G. Technique of Data Collection.................................................................................
H. Research Instrument..................................................................................................
I. Data Validity Check.................................................................................................
J. Technique of Data Analysis......................................................................................
REFERENCES.........................................................................................................

iii
 CHAPTER I
INTRODUCTION

A. Background
Education is one of the government's programs that is held sustainably. This agenda

focuses on the use of human resources because human resources are the key to the success of

nation-building. Education is an effort to improve human resources and it can be seen from

the government's desire to improve and fulfill the equipment in related components, including

teaching foreign languages such as English. English is one of the important subjects for every

student. English has become a compulsory subject at all levels of education in Indonesia

which is learned from elementary schools until to college. According to Lie (2007), the

maintenance of English as a foreign language has been steady as it is officially taught

throughout secondary schools, he also said that there has been a tendency in several big cities

in Indonesia to teach English starting from the lower grades of primary schools and even

from kindergarten.

Today English has a very important role, English has become an international

language and it is the most widely used language in almost all countries, including Indonesia,

because the fact that English is one of the international languages that has been recognized by

the Indonesian government and the goal is that students can be equipped with mastery of

English in the current era of globalization (Rahmajanti 2008). In addition, English is also the

main language in several fields such as in the fields of politics, economics, technology, and

education. For example, in the field of education, English is used to understand books and

educational references from European or American countries, for example. Besides that,

English is also used in the field of technology, for example, it is used to understand every

product that comes from abroad. The explanation above becomes the reason for the

importance of learning English and requires students to be equipped with mastery of English

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as the ability to compete and get better job opportunities. According to Grystal (1997),

English is needed in almost all aspects of life such as education, work, business, and others.

English in Indonesia is a foreign language and especially in rural areas, English is

only learned at school or only learned in formal learning so learning English in remote areas

often experiences and faced difficulties and problems. According to Khan (2021)), teaching

English becomes a crucial issue when it is taught as a foreign language. Teaching English as

a foreign language is a demanding task when it comes to places where English serves limited

exposure. English is only used a little in the daily environment, for example, in interactions

with families or the environment with friends only uses the mother tongue or Bahasa and

very rarely uses English. This shows that learning English as a minority language or foreign

language is very difficult to obtain and learn so the success and failure of students in learning

English are strongly influenced by the learning process at school and student activities and

the role of the teacher in the learning process.

Based on previous observation, it was found that teaching English in schools often

faced various problems and difficulties, both difficulties experienced by teachers and

experienced by students, especially learning English in rural schools. Learning English in

rural schools has a higher level of difficulty than in schools in urban areas. The process of

learning English in rural school areas often experiences difficulties, including the lack of

media and learning references. For example, with limited internet network access, it becomes

difficult or problems for English teachers who teach in rural schools because they will find

the difficulty to get references or learning resources that can support learning to be better

such as books, journals, or learning videos. Besides that, English as a foreign language has

certainly become a difficult subject for students to understand because in rural schools,

English is a new thing for students and it is only introduced in the school environment.

Schools in rural areas also have their own difficulties where almost all students are still

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accustomed to using their traditional languages even in the school area or in the classroom, so

teachers must be able to build good communication whether in regional languages or using

Indonesian so that the learning process can run well, besides the lack of awareness of students

about the importance of learning English so students are not too interested in learning

English, so teachers have to be able to motivate students to learn English. This is a problem

faced by English teachers in the teaching and learning process in rural schools.

This becomes a big responsible for English teachers who teach in remote schools, as

we know that teachers are educational staff who are responsible for implementing the

teaching and learning process and play an important role in the learning process so teachers

are required to be more creative and innovative in transferring knowledge. In addition,

teachers must also be able to position themselves as motivators and facilitators for students

and must be able to adapt to the conditions of students and their environment and habits so

that the learning process run as well as we expect.

The school that becomes the object of this research is located in a rural area where

there are not many media or learning resources that support learning English. Besides that,

the condition of students at the school does not give good attention to learning English. The

researcher will conduct the research on SMPN 06 Malunda, the school that is the object of

this research. It is one of the schools located in Ulumanda, Majene regency, West Sulawesi,

this school is precisely in Tandeallo Village which is one of the most remote villages in

Ulumanda the district. In this school learning English is not an easy thing, based on previous

observation there are many problems and difficulties faced by English teachers, including the

limitations of learning facilities and infrastructure, such as lack of internet access so that

students cannot access learning media that can support the learning process such as books,

journals, books or learning videos. Besides that, most of the students in the school still

communicate by using the local language, they are familiar with their local language even in

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 the learning process in class. This is certainly a challenge for English teachers who teach at

the school. The next difficulty, the teacher has to try to find good opportunities to motivate

students to be actively involved in learning in class, especially learning English. Students at

the school are not interested in English lessons and do not pay attention to any material taught

by the teacher due to their unawareness of the importance of learning English, as well as

family and community environments that do not provide full support to their children in

education.

Based on the description of the background above, the researcher was motivated to

conduct a research entitled "THE PROBLEM AND TEACHER'S STRATEGY IN TEACHING

ENGLISH AS A FOREIGN LANGUAGE IN RURAL SCHOOLS ". The research will analyze and

describe the problems and difficulties faced by English teachers in teaching in rural schools,

and the strategies that will use to overcome these difficulties, and also this research is

considered to be able to fill the gap and solve the problems of previous studies.

B. Research Questions

Based on the background, the researcher formulates the research question as follows :

 Are there any problems or difficulties that English teachers find in the process of

learning English as a foreign language in rural schools?

 What are the teacher's strategies to overcome the problems faced in learning English

in schools in rural areas?

C. objectives of Research

Some of the objectives of this research are as follows:

 Describe the problems and difficulties faced by teachers in the process of learning

English in rural schools

 Describe the teacher’s strategies in overcoming problems and difficulties in the

process of teaching English as a foreign language in rural schools.

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D. Significance of Research

 This research is expected to improve the aspect of the learning and teaching theory,

especially for English teachers who will teach in rural schools.

 This study will be the new reference for the teachers to find out the problems and

difficulties in teaching and learning processes and also find out the strategies to

overcome the difficulties in teaching and learning processes in rural schools.

 This study will help the students to adapt to the teachers' new strategies and overcome

the difficulties that were faced by students. Besides that, it is also expected to improve

the student’s motivation in learning English.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theoretical Review

1. Definition of Problem

A problem is a condition or situation where there is a gap or difference between the

target and the result, or that happen are not run as we expected. Then, the problem can also be

interpreted as a situation that originates from the relationship between two or more factors but

there are irregularities that have not been resolved. According to Seel (2012), a problem is

generally thought of as a task, situation or person that is difficult to handle and control

because of a certain difficulty or non-transparency or deviation between what should be and

what actually happened, between the planning and its implementation, or between theory and

action and in some cases, a problem is also considered a difficulty to be solved and fixed. In

addition, according to Atmosudirjo (2018), the problem is something that keeps what is

expected, planned, and determined to be achieved so that the problem is an obstacle or

challenge to achieving the target. Prayitno (1985), suggested that a problem is something that

you don't like, and creates difficulties for yourself and for others, so it needs to be eliminated

and overcome.

Therefore, based on several previous definitions, we can conclude that the problem is the

gap between expectations and reality or the difference between a theory and its

implementation.

2. Problems in Teaching

In the process of teaching and learning English as a foreign language, Indonesia is often faced

with problems and difficulties. These difficulties can occur with students or with teachers. Based on

previous observations, it has been found that there are several difficulties faced by English teachers in

the teaching and learning process. Hamalik (2013), said that in the teaching and learning process there

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are two dimensions, namely the component dimensions and the interaction between components.

These components are teachers, students, lesson planning, learning media, learning approaches , and

learning evaluation. The components above are an important part of the learning process and have an

interrelated relationship with one another. Therefore, if one of the components is not fulfilled, it will

cause problems in the learning process.

Based on the definition of problems in learning above, problems in learning can be interpreted or

defined as a certain condition that is experienced by teachers and students that can hinder the running

of activities in the learning process, so that the objectives of planning in the learning processes are not

achieved. Experts such as Cooney, Davis and Henderson (1975) have identified several factors that

cause learning problems, including:

a. Physiological Factors: The factors that cause student learning problems are related to the lack of

functioning of the brain, nervous system, or other body parts. Teachers must realize that the most

important thing at the time of learning is the readiness of the brain and nervous system to receive,

process, store, or retrieve information that has been stored. If there are parts that do not fit in

certain parts of the brain of a student, then by itself students will find problems in learning. If the

nervous system or the student's brain for one reason or another does not function perfectly, the

result will be obstacles when learning.

b. Social Factor: An undeniable fact that parents and the surrounding community greatly give

affect the learning activities and intelligence of students. Therefore, the family and

community environment must provide a good example for students and motivate them

about the importance of learning and education. The point is that the environment around

students must be able to help them to learn as much as possible during the learning

process, because students with sufficient abilities should be able to be developed into

students with good abilities, as well as students who are less capable, can be developed

into sufficiently capable students. Once again, parents, teachers, and the community must

collaborate to create a good learning environment.

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c. Psychological factors: The results showed that children who can learn a subject well will
  

enjoy the subject, however, children who do not like a subject usually do not succeed in

learning that subject. so the main task that is very decisive for a teacher is how to help

students to learn each material well. In addition, what needs to be considered is the

punishment given by a teacher that can cause students to be more active in learning, but

giving excessive punishment to students can also cause students to dislike the teacher and

the subject.

d. Intellectual Factors: Intellectual factors are factors that cause students' learning problems,

this is related to imperfect or less normal levels of intelligence of students. This gives

responsibility to the teacher who must believe that each student has a different level of

intelligence. There are students who are very difficult to memorize something, some of

them are very slow in mastering certain materials, and also some of them are very difficult

to imagine so it is the reason that teachers must be able to adjust what strategies and

approaches to be apply in the classroom students.

e. Educational Factors: The factors that cause student learning problems are related to the

lack of stability in educational institutions in general. Teachers who always underestimate

students, teachers who cannot motivate students to study harder, teachers who let their

students do wrong things, teachers who never check students' work, and schools that let

students skip school without any sanctions certain factors, are examples of the factors that

cause problems and will ultimately lead to the student's failure

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3. Definition of Strategy

Firstly, the term strategy was used in the military field, namely an accurate

form of attack to get the victory. According to Tjiptono (2006), strategy can be

interpreted as planning for the distribution of military power in certain areas to

achieve goals, and based on several definitions of strategy according to the meaning

of the language used, it can be concluded that strategy is long-term planning that is

prepared with the aim to reach a target. Beside that, according to Hamel and Prahalad

(2002), strategy is a tool to achieve goals in relation to long-term goals, follow-up

programs, and resource allocation priorities. Strategy as an activity to provide a

unique mix of values to perform an activity differently or perform that differently

from its rivals. McKeown (2011) stated that strategy is about how to shape the future

and human efforts to achieve goals and it is also defined as a system or pattern of

finding, formulating, and developing doctrines that will ensure short-term or long-

term success followed by action and effort.

Based on some of these definitions, the authors concluded that strategy is all

forms of planning that we have prepared as well as possible to achieve the targets or

goals that we have previously set in the form of approaches or methods.

4. Teaching Strategy

In learning there is also what is called teaching strategy, which it is a technique used by

teachers or teaching staff in the learning process, each teacher has own strategy that will be used

in the learning process according to the topic that will be taught. The strategy is usually adjusted

to the level of student expertise, and the stage of student learning.

According to Kozma (2021), learning strategies can be interpreted as something that is

chosen that can provide facilities or assistance to students so that learning objectives can be

achieved. Then, Vienna (2007), said that learning strategy is a measure by educators and students

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in realizing learning goals. In the world of education, strategy is defined as a way or method in

learning activities to achieve learning objectives, namely planning that contains a series of

activities. According to Haidir and Salim (2012), teaching strategies include approaches, methods,

media selection in the learning process, measuring student progress, and student grouping.

Based on the previous explanation, we can conclude that strategies in the learning process

are all forms of planning and actions in the learning process that are arranged as well as possible

to create a good learning atmosphere and achieve learning targets. In addition, strategies in

learning are also used to provide solutions to problems or difficulties which are faced by teachers

and students.

There are five types of teaching strategies in learning according to the guidelines written

by De Groot, namely:

1. Instructional Forms, which is a teacher-focused method, usually the main focus is what

content will be given to students, optimizing the delivery of presentations, providing

basic knowledge, and compiling information so that it can be conveyed to students well.

2. Interaction Forms is a method or format of learning in the form of interaction by

talking to each other between students to students or students to teachers, wherein the

interaction there will be sharing of experiences, information, and questions.

3. Assignment Forms, as we know an assignment is a job given to students, usually done

individually or in groups with various results from the assignment.

4. Collaboration Forms, this learning is learning that makes students not only study with

the teacher but also learn with other students with clear goals and collaborate with all

abilities of students from various student backgrounds.

5. Game Forms, learning through games tends to be fun and gives color to students,

especially focusing on experience, games will also provide education to students in

everyday life.

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 5. Rural Schools.

A rural area is an area that is isolated from the center growth area other consequence lack of

means or infrastructure communication that slows down or hinders the growth and development of

that area. Besides that, the lack of facilities in rural areas also can be caused by geographical locations

like islands, mountains, land, swamp, and forest. Qouted on (www.pu.go.id.) remote areas because

existence a number of reasons Rural areas with the isolated countryside, because there is no

availability of accessibility that can connect the area with the urban center area beside that rural areas

have no available infrastructure. Then, the Remote area because by geographically far from the urban

center so it is an isolated area due to the long distance. The last reason is remote areas because of the

existence of special reasons, for example, different behavior and other cultures so the isolated self.

Some of the obstacles that arise from the characteristics of rural areas include:

1. Difficulty in Accessing Information: Difficulty in accessing information is a problem for teachers

in providing educational services with up-to-date information. These obstacles make some areas lag

behind in curriculum development, teaching and learning strategies, and how to handle students. This

has an impact on the academic and non-academic development of students.

2. Regional Economic Conditions in Less Favorable Regions: The relatively low level of the economy

in remote areas generally has a negative impact on the condition of education in the area. The

tendency of increasing urbanization to change the future fate of its population results in a decrease in

population density, thereby automatically reducing the number of students in schools. Therefore, the

impact is that there are schools that only have a few students for certain classes.

3. Difficult Access to Transportation: The location of residential areas that are far away and the

difficulty of accessing roads and transportation to schools in remote areas makes some teachers

reluctant to be placed in remote areas. This is a problem for students, the availability of a number of

qualified and appropriate teachers for remote areas.

4. Limited Facilities and Infrastructure Lack of support for sanitation and health facilities make some

teachers not want to be placed in remote areas. The unavailability of public servicinfrastructuresre,

such as post offices, public telephones, recreation areas, and bookstores in remote areas has made

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teachers reluctant to work in these remote areas. This further adds to a rather complicated problem for

education, because students residing in the area, however, must still receive proper educational

services.

5. Low Socio-Economic: The weak socio-economic level of the community is the main obstacle for

remote areas to continue to move slowly in achieving progress. The low socio-economic conditions of

the community affect the students. Generally, this condition makes students in the remote area assume

some of the responsibility of the family economy, thus making them not go to school or have less

time to study at home. With such conditions in the community environment, of course, their level of

attention and participation in developing education is very difficult to expect. As a result, the

existence and function of parents or the School Committee in supporting the learning process in

schools cannot run well, and students cannot learn optimally. Therefore, the priority of assistance to

schools in remote areas, not only in terms of providing financial assistance, but also in fostering and

developing their management.

B. Related Study

In 2020, Harlina and Yusuf have conducted research about the challenges of learning

English in rural schools, it was conducted in one of the rural schools in west java. The study

purposed to explore obstacles that find in learning English in a rural school. This research

used a qualitative design method that involved all English teachers as respondents. The

results of the research showed that still many obstacles were faced by English teachers of

countryside schools. The obstacles are the low interest of students in learning English, the

lack of support from parents and the surrounding environment about the importance of

learning English, and the quality of English teachers who are still considered low. Previously,

in 2018, Biswas also has done research entitled challenges of teaching English in rural areas. The

researcher involved teachers and students as objects and sources of research data. This study

investigated the factors that influence students' performance in English in rural BRAC primary

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schools. The researcher used a questionnaire to collect data from students and observe the situation of

teaching and learning English in rural BRAC elementary schools. Teacher and student are considered

to have role important and requires cooperation to ensure the learning process run well. The results of

this research showed that student is very motivated to study language English for hope time fronts like

local and international communication, academic progress, and job prospect.

Then, in 2016, Khan, conducted research that is about teaching English of rural schools in

Bangladesh. The elementary level was chosen because elementary school is the school level where the

teacher is fully responsible for students and the purpose of this research was for knowing the

challenge of teaching English at the elementary school level in rural areas in Bangladesh. In the

research, research erquestionnae to collect data from students and teachers and observe the situation

of learning and how to teach English in the rural areas in Bangladesh. The interview also does with

the English teacher who was chosen as a respondent. This study showed that most of the students of

the rural school still weak in English because lack of skilled teachers and trained appropriate teacher

training, and the use of media and ingredient proper teaching and knowledge that is not enough about

pedagogy understanding

In 2020, Shahnaz conducted research about teaching English in a rural school and the

specific of this research was to find out the problems in teaching English. There are many

obstacles to learning English in schools in remote areas such as lack of learning resources,

lack of student facilities low motivation, and damaged infrastructure access. Therefore, rural

teachers who play an important role in learning must have values and view positive to enduro

in teaching students at school countryside. This study used studies case design by

interviewing English teachers at a rural school in Jambi. Interviews were carried out in

several stages to collect data and researchers also made class observations aimed to

investigate how to practice. This study showed that teachers' beliefs and motivations from

experience teach are reflected in their practice.

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 Besides that, in 2010 Hermayawati conducted a study entitled analysis of students’

English learning difficulties. This study aims to find out the difficulties of students in

mastering and learning English. This research was conducted at Ahmad Dahlan University

and involved 50 students and a teacher as data sources. Researchers used a classical and

individual approach in collect qualitative and quantitative data. The data were analyzed using

the McDonough Model, by exploring the process of teaching and student learning outcomes,

analyzing the results of exploration through questionnaires, interviews with students, and

conducting peer-debriefing, namely interviews with other related lecturers, methods, content

syllabus, whether they were by the needs of students and the results of the study indicate that

there are several difficulties in learning English for students, namely because they feel forced,

low mastery of basic concepts/intakes, lack of support from their environment and do not

have many opportunities to practice.

Previous studies have shown that many researchers have conducted the same research,

namely the problem of teaching English in schools in remote areas. However, in this, study

there are many differences from previous research, such as the object and place of research.

In this study, researcher focus on two aspects, namely the problems faced by English teachers

in remote schools and the strategies used to overcome these problems and difficulties so that

the learning process can run well. Finding out the strategies used by English teachers to

overcome the problems of teaching English in remote schools is one of the new things in this

study which is considered to solve the problems of previous studies and it is a gap that must

be filled.

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 CHAPTER III

RESEARCH METHODOLOGY

A. Type of Research

This study used a qualitative method. The qualitative method is a research method that

is used to find out and explain phenomena in depth by collecting data and requires a deep

understanding related to the object of research. Qualitative research is a research procedure

that produces descriptive data in the form of written or spoken words from a person and

observed behavior. According to Creswell (2012), qualitative research is an approach to

exploring and understanding the individual or social human problem that begins with

assumptions and the study of research problems that examines how a person or individuals

interpret social problems. Besides that, according to Mukhtar (2013), a qualitative research

method is a method used by a researcher to find out the knowledge or theories about research

at a certain time.

B. Time and Place of Research

This research will be conducted at SMPN 06 Malunda which is a rural school. The school

is located at Kec. Ulumanda Majene Regency. This research will begin on October 2022 to

January 2023.

C. Research Design

Research design is all the processes in planning and implementing research. According

to Willig (2001), a good qualitative research design is a design with data analysis methods in

the form of planning and design in accordance with the research question, and where the data

collection method can produce data and information in accordance with the data analysis

method used. According to Nazir (1988), the descriptive qualitative method is one method of

investigating the status of a group of people, an object, a situation, or a system of thought

15
with the aim of providing an overview and interpretation, and conclusions. Besides that

Whitney (1960), stated descriptive method is a method for finding factual information with

the right interpretation. The research design used in this study is descriptive qualitative which

is considered suitable and relevant to the type of research, this research will describe and

interpret the problems and strategies that are faced by English teachers at SMPN 06 Malunda

as one of the rural schools.

D. Subject of Research

The data source is an important part of research because through the data source the

researcher will obtain information from the research that is being studied. Data is all

empirical and documentary information that is obtained in the field based on the techniques

of data collection to support the construction of science scientifically and academically. The

data sources can be in the form of research subjects (people) and can also be in the form of

objects. From these two sources, data or information will be obtained. According to Kaelan

(2012), data sources are those who are called source persons, participants, friends, and

teachers in research. So, it can be concluded that the sources of data in research can be people

or objects that can provide factual information about the problem being studied.

The sources of data in this study are all the English teachers at SMPN 06 Malunda.

They will provide and give information about the problems to be studied, that are the

problems and strategies which is faced by English teachers who teach in rural schools.

E. Variable Operational Definition

The definition of an operational variable is an explanation of the meaning of the terms

operationally regarding the research to be carried out. According to Singarimbun (1997), the

definition of operational variables is an element of research which is an indication of how a

variable is measured with the aim of facilitating the implementation of research in the field so

that it requires the operationalization of each concept used in describing behavior or

16
symptoms that can be observed and examined and also can be tested and evaluated the truth.

A variable operational definition is used to equalize the possibility of various meanings and

different understandings between the researcher and someone who will read the study, and in

this study, there are three variables that are a problem, strategy, and rural school.

1. Problems: According to Bruce (2019), a problem is described as a situation where a person

is required to achieve a certain goal with a resolution that is not clear, so the people will find

difficulties to initiate steps to achieve that goal and the problem will be solved effectively

after we identify the source of the problem. In addition, the problem also can be interpreted as

something that can hinder or block the way of planning so that the planning does not run

well. In this study, the problem is interpreted as a blocker or something that can hinder the

process of learning English in a rural school.

2. Strategy: Strategy is the method that is used to reach a certain goal or the way to get what

is being targeted. According to Hamel and Prahalad (2002), strategy is a tool to achieve the

company goals in relation to long-term goals, follow-up programs, and resource allocation

priorities, in addition, that strategy also can be interpreted as something or the method which

is used someone to make the program or planning run to be easier.

3. Rural School: Rural area is an area that is far from the urban center with limitations of

access. According to Downes and Roberts (2017), rural schools are defined as schools that are

located at least five miles from an urbanized area and have more deficiencies than urban schools.

Whereas schools are isolated in the rural area which is far away from the urban so that very difficult

to be accessed. According to UNESCO (2005), rural areas are generally far away from the

urban center and condition topography that does not support, such infrastructure, and the

limitation of access to technology and information like transportation tools and internet

service.

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F. Research Procedure
The research procedure in this study consists of several stages, Cresswell (2012): (1)

problem identification, (2) literature review, (3) determination of research objectives, (4) data

collection, and (5) data analysis and interpretation and the last one is (6) research reporting

and evaluation. The three stages have been contained in chapters I and II, those are

background and literature review. The data collection stage is carried out using observation,

interview, and documentation techniques after the data has been collected then the data will

be analyzed and interpreted, and at the final stage, the researcher will give the conclusions

from the research results. In this part, we will explain in more detail the sub-section of data

collection techniques.

G. Technique Data Collection

In research, the data collection technique is the very important part and the research

will be successful if the researcher can collect data, otherwise, if the researcher is not able to

collect or obtain related data with the research, the research will not succeed or fail.

Generally, this data collection technique is used by researchers to be able to collect data or

information based on supporting facts in the field for research purposes, and the technique

used is largely determined by the research methodology chosen by the researcher. According

to Riduwan (2010), Data collection techniques are data collection methods or techniques

or methods that can be used by researchers to collect data. In addition, Komariah (2011),

stated that data collection in scientific research is a systematic procedure to obtain the

necessary data, and in this study, researchers will use data collection techniques by doing

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observations, interviews, and documentation.

1. Observation

Observation is one method of collecting data by observing or reviewing carefully and

directly at the research location to find out the conditions that occur or prove the truth of a

research design that is being carried out. In general, observation is an activity to find out

something from a phenomenon. These activities are based on knowledge and ideas that aim

to obtain information from the phenomenon under study. The information obtained must be

objective, real, and accountable. According to Widoyoko (2014) observation is the systematic

observation and recording of the elements that appear in a phenomenon on the object of

research. Before conducting research, researchers must determine what aspects will be

observed so that the observation process can be held more systematically. The researcher is

directly involved in this observation, the researcher act as an observer and will observe

directly. The researcher will make field notes or observation checklists about physical

locations and all activities related to the process of learning English in the rural school.

2. Interview

The interview data collection technique is often used in qualitative research. The

interview technique is an interaction or conversation between the interviewer and the source

person that aims to obtain certain information related to the research being investigated. An

interview is a form of verbal communication carried out in a structured manner by two or

more people, to discuss and explore certain information to achieve certain goals. Interviews

can be conducted directly or indirectly. According to Moleong (1988), the interview is an

activity conversation with a specific purpose by both persons, namely the interviewer and the

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interviewee, and in this research, the researcher will use a semi-structured interview which

generally follows a document called an interview guide or interview schedule.

3. Documentation

In this study, the researcher will take documentation to complete the data the aim of

documentation is to support the previous data that has been obtained from observations and

interviews. Documentation is a record of the events that have passed. According to the Big

Indonesian Dictionary (KBBI), the definition of documentation is the collection, selection,

processing, and storage of information in the field of knowledge; providing or collecting

evidence from information such as pictures, quotes, newspaper clippings, and other reference

materials. Qualitative research requires documentation to complete the data obtained from

observations and interviews. The results of observation and interviews will be more reliable if

they are supported by documentation such as photos, writings, or others.

H. Research Instruments

The research instruments are the tools that the researcher uses to collect data.

According to Sanjaya (2015), a research instrument is a tool used to collect research data in

order to produce something that is expected in the form of empirical data. research

instruments will be set according to the research method used or data collection techniques.

In this research, the researcher is involved directly in the process of data collection, and the

researcher act as an observer and interviewer. In the observation and interview section

researcher will use the observation checklist and interview guide as research instruments for

data collection in this study. Besides that researcher also use a recorder or camera ponsel to

collect and take documentation related to this investigation.

Interview guide

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 Semi-structured interview approach generally follows a document called an interview

guide or interview schedule that includes the following:

• An introduction to the purpose and topic of the interview

• A list of topics and questions to ask about each topic

• Suggested probes and prompts

• Closing comments

(Wilson, 2014)

Script

 Assalamu Alaikum Wr.Wb. and good morning

 Introduce myself, my name is Bambang Supriadi, I am a student of the Makassar

State University postgraduate program.

 On this opportunity I would like to conduct an interviews with the English teachers at

this school, which is one of the rural schools that became the object of my research.

The interview aims to collect data about the problems being studied, namely the

problems and strategies of teachers in teaching English as a foreign language in

remote schools. Do you have time for us to interview..? Alright, then let's get straight

to the question.

1. Are there any problems or obstacles faced in learning English in remote schools?

2. What are the problems faced in teaching English in remote schools?

3. So is there any attempt to solve this problem..?

4. What strategies are used to overcome these problems?

5. Was the strategy used in overcoming the problem successful?

That’s all the questions that we can ask, I think enough and thank you for the opportunity

given to me to conduct this interview.

Observation Checklist

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 An observation checklist is a guide for observation activities that will be used by

researchers in conducting research so that research can be more focused on the object or

problem being studied and observation activities can run systematically. The researcher will

focus on observing the following:

1. Observing whether there are problems or obstacles faced in learning English in rural

schools.

2. Observing the theacher’s problems and difficulties in teaching English in rural school.

3. Observing whether there are efforts to overcome these problems.

4. Observing what strategies the teacher does in overcoming these problems

5. Observing whether the strategies used in overcoming the problem were successful..?

I. Data Validity Check

According to Creswell (2009), the validity of qualitative data is an effort to examine

and examine the accuracy of research results by applying certain procedures. Moleong

(2002), the credibility of qualitative data can be tested in several ways, namely, (1) extension

of observation, (2) increasing persistence, (3) triangulation, (4) discussion with friends, (5)

negative case analysis, (6) perform member checks and (7) use reference materials.

Several ways to test the credibility of the data are mentioned above, the researcher

decided to use triangulation as a credibility test that was considered appropriate to the context

of this study. Triangulation is a technique for checking the validity of the data, triangulation

is comparing and re-checking the level of trust in the information that is obtained at different

times in qualitative research methods. According to Denzin (1978), triangulation is

distinguished into four types of triangulation is a technique for checking the validity of data

by utilizing the use of data sources, methods, researcher or investigator, and supporting

theories.

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 The validity of the data will be guaranteed if the triangulation technique is used by

using four types of triangulation:

1. Data triangulation is a technique by comparing several of the data that have been

collected in the same ways and the same data sources. This triangulation looks at the

truth of the data from which side, by checking the time the data is validated. The

researcher will try to get data from the latest sources or publications. The second is

that the researcher will look at the rationality of the data, namely by checking whether

the data is rational or not by checking the figures attached to the document or data

source, besides that the researcher also looks at the rationality of the observations and

interview that is conducted. While the data obtained in the form of a document will be

asked by the researcher to source a person’s means to know better information by

doing interviews.

2. Source triangulation is a technique by comparing and checking the level of trust in

information through different sources. This is done by comparing the data which is

obtained from several different data sources or references. For example, by comparing

the results of the interview that is obtained from different source persons.

3. Method triangulation, the efforts done by the researcher by comparing data that is

obtained from different methods. Triangulation method to check the level of trust or

validity of research data by comparing several data collection techniques. For

example, the researcher compares data which is obtained by doing interviews with

data that is obtained by doing observation.

4. Theory triangulation, which is a technique used by researchers by comparing the data

that is obtained with existing theories. If the data collected is not in accordance with

the existing theory, then a retrieval will be carried out, because there is a possibility

that an error occurred during data collection. Theoretical triangulation is applied by

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 studying theories related to the problem is being studied to support and interpret the

data that has been collected. In this technique, the researcher will relate the research

results that are collected with `the theory that has been poured into the relevant

theoretical framework.

J. The technique of Data Analysis

Data analysis is the process of processing, separating, grouping, and integrating a

number of data which is collected empirically into a structured and systematic collection of

scientific information which is then ready to be packaged into a research report. According to

Moleong (2017) data analysis is the process of organizing, grouping, and sorting data into

patterns, categories, and basic units of description so that themes can be found and

hypotheses can be formulated and provide conclusions. In qualitative research, the process of

data analysis will carry out at the time of data collection within a certain period of time.

When the interview is conducted, the researcher will analyze the data from the respondent's

answers and if the answers obtained are not satisfactory, the researcher will continue to ask

another question to get information or data that are considered credible.

Data is collected through observation and interviews and documentation, then it is

analyzed systematically. In data processing, the researcher will carry out several steps or

stages, including the collection of all data or events regarding the object which is being

studied. Then the data that has been collected will be classified into certain parts according to

the problem that is being studied. Researchers will analyze carefully and thoroughly. The

data analysis aims to get some conclusions and statements from the problems that have been

studied. According to Miles and Huberman (1994), activities in qualitative data analysis are

carried out interactively and take place continuously and completely so that the data is

saturated and then data analizing acitivities consist of several stages, namely, data reduction,

data display, and conclusion verification :

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 1. Data Reduction

Data reduction is the process of selecting data and focusing on information about the

problem that is being investigated. After the researchers conducted observations, interviews,

and documentation, the researcher will get various data and the researcher will focus on

removing or reducing data on raw data that is considered unimportant or unrelated to the

case. According to Miles and Huberman (1994), data reduction can be interpreted as a process of

selecting, simplifying, and transforming the raw data into writing form. Data reduction is carried

out continuously as long as qualitative research takes place. After data reduction is done, the

researcher will carry out to the next stage, namely data presentation.

2. Presentation of data (Data Display)

Presentation of data is one of the important parts of data analysis. So that the data

collection can be more easily conveyed to others and also contains clear information and

readers can easily get that information. The process of presenting data is needed in qualitative

data analysis to be able to present or display data neatly, systematically, arranged with a

certain relationship pattern, organized, and so on so that the data is not in the form of raw

data but already presents information. The presentation of data will be made in the form of

narrative text or in the form of tables and graphs. A good and systematic presentation of data

will make it easier for the researcher to take and describe conclusions.

3. Conclusion Verification

After data reduction and data presentation, the next step is drawing conclusions or

verification. After the data is collected, a temporary conclusion is drawn, and after the

data is complete, a final conclusion is drawn. The conclusions obtained were initially

tentative, vague, and dubious, but with increasing data, both from interviews and

25
observations, the overall research data was obtained. Conclusions must be clarified and

verified. According to Miles and Huberman (1994), the third stage in data analysis

activities is drawing conclusions or verification because the initial conclusions found in

the field are still temporary and will be changed if no strong evidence is found at the next

stage of data collection and if the initial conclusions can be supported by the data found in

the field, then the initial conclusion is a credible conclusion. Therefore, conclusions in

qualitative research are very important and will answer questions in the formulation of the

problem formulated from the start and determine the truth of the hypothesis in the study.

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