A PHENOMENOLOGICAL STUDY INTO EFL TEACHERS’ EXPERIENCES OF TEACHING ENGLISH IN RURAL SCHOOLS: NON-STRUCTURAL CHALLENGES, COPING STRATEGIES AND EMOTIONAL STATE

Syabina Aliyah Nur Aziza, Dzul Fikri Dzul Fikri, Dzul Fikri Dzul Fikri, Durotun Nasihah, Durotun Nasihah

Abstract


This study explores the non-structural challenges faced by English as a Foreign Language (EFL) teachers in rural Indonesian schools, their coping strategies, and emotional experiences during the teaching process. Grounded in Vygotsky’s sociocultural theory and the Zone of Proximal Development (ZPD), the research aimed to investigate how EFL teachers maintain effective teaching practices within limited-resource contexts. Employing a qualitative phenomenological design, data were gathered through semi-structured interviews with four junior high school teachers in rural settings. Thematic analysis revealed six key non-structural challenges: limited teaching materials, language barriers stemming from students' unfamiliarity with English or Indonesian, low student motivation, minimal parental support, cultural disconnect between teachers and school communities, and a lack of student autonomy. To address these, teachers implemented context-based strategies such as using multilingual explanations, incorporating daily-life examples, utilizing games and visual media, and fostering student collaboration. Emotionally, teachers reported feelings of stress and exhaustion, but also experienced motivation and satisfaction through student progress and creative teaching breakthroughs. These findings highlight the multifaceted role of EFL teachers in rural areas, encompassing not only instructional duties but also emotional resilience and student motivation. The study underscores the need for context-sensitive teacher training and policies that support both instructional quality and teacher well-being.

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References


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