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ABSTRAK
This study aims: (1) to uncover the ways of teacher in negotiating their teaching in remote areas, (2) to find out the innovative aspects in pedagogicalpractice after the negotiation, and (3) to expose the teacher’s perceptions about the impact of innovative aspectsinto students engagementinremote areas.This study involved two teachers at Pidie jaya and two teachers at Sumba. It is a narrative study. The primary data were taken from three-month diarydocumentation, questionnaire,and in-depth interview.The findings show that: (1) teachers implement interpersonal and instructional strategies in negotiating their teaching by considering the social and cultural context of remote areas, (2) the innovative aspects are principles of teachers in decision making, negotiated topics, learning objectives and assessments, kinesthetic method and multilingual classroom, (3) the innovative aspects of principles of teachers in decision making, negotiated topics, learning objectives and assessments engage students in the aspect of enthusiasm and particiatipation, kinesthetic method engage students in ethusiasm but disengage students in the aspect of task completion time. Meanwhile, multilingual classroom engage students to participate in the class activities but slightly engage students to produce English expressions.This study is expected to give theoritical and pedagogical implications. It gives insight to the development of pgrogram of English for EFL students at remote areas. Therefore teachers will get to know the design of teaching activities and materials that is suitable for students based on the special context of their working places at remote areas.
Keywords : Remote areas, EFL students,negotiation of learning, innovation