ABSTRAK

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). This one year program sends teacher education graduates to devote their lives for teaching in  rural areas in Indonesia. This research aims to describe: 1) the factors underlying the process of teaching strategy negotiation; 2) the teaching strategies used by pre-service teachers in rural Indonesian schools; and 3) the impacts of teaching strategy negotiation towards students participation in the classroom.

This research was conducted under narrative inquiry method, from January-April 2018. The subjects of this research were nine former SM-3T Junior High School English teachers who taught in nine different rural Indonesian schools. Framed by a humanistic perspective, questionnaires and in-depth interviews were employed as data collection technique. The data analysis of this research used constant comparative method. 

The results revealed that a range of factors such as students? attitude, situation, as well as competence, teaching tool and school situation commonly emerge amid the processes of teaching strategy negotiation in rural Indonesian schools so that a couple of effective strategies like song, game, drilling, translation, dictation, and group work are necessarily enacted in order to trigger students? participation in attending the classroom, delivering ideas, answering questions, and sharing difficulties.

Based on research result, the implication that can be drawn from this research is teaching strategies negotiation in rural Indonesian school is important in order for teachers to be able to understand students? needs and problems. Besides, the teachers in rural Indonesian schools should apply teaching strategies that potentially improve the students? motivation to learn such as the use of song, game, drilling, translation, dictation, and group work so that the students are eager to be totally engaged in learning.
 
Keywords: SM-3T, English Language Teaching, rural Indonesian schools, teaching strategies negotiation