The Ministry of Research, Technology, and Higher Education of Indonesia has prioritized education in the disadvantaged, outermost, and frontier regions (3T) by implementing a program called Sarjana Mendidik di daerah Terdepan, Terluar, dan Tertinggal (SM-3T), which is a year program for teacher education graduates to devote their lives teaching in the rural areas of Indonesia. The government sees the importance of promoting education in rural areas as a shared responsibility that must be done as a form of devotion to the nation. Every year the government sends thousands of teachers of various subjects as an effort to meet the needs of teachers in rural areas, which is still far from enough. Teachers who in fact come from urban areas certainly experience many challenges when they teach in rural areas with lack of facilities. This paper aims at finding out the challenges faced by teachers, especially English language teachers in carrying out teaching and learning activities in rural Indonesian schools. Framed by a humanistic perspective, questionnaires and in-depth interviews were employed as data collection techniques in this narrative case study. Furthermore, this study is expected to contribute to the teacher professional development in the rural areas.

Technology in every field is snowballing. Likewise, the use of technology in education requires knowledge and understanding of English teachers. The fact that most of the technology for enhanced language learning workshop did not continue into the classrooms. Another case is that teachers do not want to use technology at all in their classrooms because of lacking time and facilities. TPACK namely Technological Pedagogical Content Knowledge provides insight for pre-service teachers and in-service teachers of English to optimize three things for education; those are the aspect of technology, pedagogy, and content knowledge. With the use of this learning model, excellent technology, pedagogy, and knowledge will support and produce a comprehensive learning process. The purpose of this study was to examine the perception and implementation of pre-service teachers and in-service teachers about the literacy of the three above aspects. By using quantitative research, we get the data from questionnaires of 100 pre-service teachers and in-service teachers. The findings describe the demographic teacher with technology, pedagogy and content knowledge literacy (TPACK). The three points of the TPACK literacy are Pedagogical Content Knowledge for Multimodal Literacy, Technological Pedagogical Knowledge (21 st C Learning), and Knowledge about digital media tools. The implications of this research give direction and the alternatives to the implementation of the TPACK model for English classroom. In future, it provides the advantages to developing the quality of English teachers' professional development.

Introduction. The rapid development of information and technology has procreated a digital culture in Indonesian education. This article aims to depict the current condition of digital culture in Indonesian education by pointing at the issue of students’ digital fluency, particularly the readiness for using digital learning resources and smartphone usage. Materials and Methods. A combination of the survey and qualitative descriptive method was used to identify the students’ intensity of using a smartphone, the description of students’ smartphone usage, and the students’ perspectives regarding the smartphone usage in learning activities. The data were collected through questionnaires from 384 students in the first grade of senior high schools in Surakarta, Central Java, Indonesia. Results. The findings of the research show that the students regularly use the smartphone more than 6 to 7 hours a day. The students use the Internet to gather information or download the learning materials. Moreover, they strongly agree that smartphone usage will give benefits to them. Discussion and Conclusion. The findings of research reflect that the students engage with the smartphone as a device to support their learning activities. The students’ engagement reflects the positive impact of smartphone usage on the psychological and cultural dimensions of the students. Moreover, the teachers should uphold the students’ digital culture by integrating digital material resources and smartphone usage into classroom activities.

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The Ministry of Research, Technology, and Higher Education of Indonesia has prioritized education in the disadvantaged, outermost, and frontier regions (3T) by implementing a program called Sarjana Mendidik di daerah Terdepan, Terluar, dan Tertinggal (SM-3T), which is a year program for teacher education graduates to devote their lives teaching in the rural areas of Indonesia. The government sees the importance of promoting education in rural areas as a shared responsibility that must be done as a form of devotion to the nation. Every year the government sends thousands of teachers of various subjects as an effort to meet the needs of teachers in rural areas, which is still far from enough. Teachers who in fact come from urban areas certainly experience many challenges when they teach in rural areas with lack of facilities. This paper aims at finding out the challenges faced by teachers, especially English language teachers in carrying out teaching and learning activities in rural Indonesian schools. Framed by a humanistic perspective, questionnaires and in-depth interviews were employed as data collection techniques in this narrative case study. Furthermore, this study is expected to contribute to the teacher professional development in the rural areas.

The present study attempts to scrutinize the manifestation of cultures and intercultural interactions in English textbooks. It investigates three English textbooks for twelfth-grade students produced by three relatively major publishers in Indonesia by employing cultural content and intercultural interaction analysis. The findings show that the examined textbooks do not appropriately demonstrate cultural diversity in the international context as cultures of Indonesia and English-speaking countries have their dominancy. Also, the textbooks mostly demonstrate intercultural interactions in fragmented, limited, and superficial ways. Some recommendations are addressed for future textbooks authors and publishers as well as English teachers. The results suggest textbook publishers and authors include more the material about international culture and to provide more the demonstration of deep intercultural interaction. Moreover, teachers need to be creative by adding supplementary cultural materials to patch up the shortcomings of the textbooks.

This paper aimed to investigate the implementation of inquiry-based learning (IBL) in English teaching at candidate school of International Baccalaureate Primary Years Programme (IB PYP) in Surakarta and explore the benefits of its implementation in English teaching. Three English teachers at a candidate school of IB PYP in Surakarta participated in this study and they were chosen purposively. This research employed a qualitative approach and emphasized on a case study. The techniques for collecting data comprised in-depth interview and observation. The collected data were analyzed by the researchers through Constant Comparative Method (CCM). The results revealed that the implementation of inquiry-based learning in English teaching in this school used Bruce and Davidson's view and some features of IBL. That cycles involved asking, investigating, creating, discussing and reflecting. And the benefits of this method in English teaching based on IB PYP were 1) the teachers can create meaningful activities for the students, 2) teaching and learning were student-centered, 3) the students learn through language and get endurable understanding, and 4) it promotes students ’skills and attitude at teamwork.