Teacher Strategies to Foster English Learning Interest in Remote Schools with Limited Resources

Learning English in remote schools with limited resources can be challenging for teachers and students. This study aimed to explore the strategies used by English language teachers to foster students’ interest in learning English and the challenges they faced in a remote school with limited resources. The study used a qualitative case study involving two English language teachers at SMP Negeri 2 Lembah Seulawah, Aceh Besar. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings showed that the participants used different strategies to foster students’ interest. Among the strategies used are connecting L1 (i.e., Acehnese and Indonesian) with English when teaching vocabulary, sharing personal experiences to encourage students, using songs with familiar melodies, using greetings and simple English conversations in daily classroom routines, and using games and movement activities. One participant also used repetition to help students understand the lessons and asked students who understood the material to help their classmates. The participants reported several challenges, including the lack of internet connection and learning media, students’ low interest in English and participation in classroom learning activities, difficulties in communication when students mainly used Acehnese, and teacher-related difficulties such as limited physical ability and technology skills. In conclusion, the participants adapted their strategies to students needs and the resources available at the school.