Kaspul Anwar, M. Faruq Ubaidillah, Urip Sulistiyo
Geared by the scant number of studies on EFL teachers' classroom management in remote secondary schools in Indonesia, this study seeks to investigate teachers' involvement in classroom management complexities and to what extent they deal with such predicaments. Data were collected through interviews with the teachers within three months and analyzed narratively. The findings suggest that they encountered multi-facet complexities such as (a) lacking learning facilities in terms of electricity supply, (b) students' demotivation and inability to use English, and (c) teachers' dilemmas in applying the new curriculum. To deal with such quandaries, the teachers made use of (a) a teacher-centered approach, (b) group learning, (c) students' row seating positions, and (d) non-integrated language skills learning. The implications of this study are discussed at the end of the paper. © This article is published under the Creative Commons Attribution 4.0 International License.
STAI Ahsanta, Jambi, Indonesia; Universitas Negeri Malang, Indonesia; Universitas Jambi, Indonesia
