Telling Their Stories: A Narrative Inquary Into Rural Students’ Challenges In Learning English

Abstract

This study explores the lived experiences of rural students in learning English through a narrative inquiry approach. Although national initiatives aim to improve English proficiency, rural learners in Indonesia still face persistent barriers that hinder equitable access to language education. Data were collected through in-depth interviews and reflective journals involving selected secondary school students from rural areas. Findings indicate two key challenges: limited access to learning resources and lack of socioeconomic and family support. Students reported inadequate materials, restricted technological access, and minimal parental involvement. Despite these difficulties, many participants demonstrated agentic behaviors forming peer groups, using mobile apps, and interacting with English content via social media to enhance their language learning. These strategies reflect their resilience and proactive engagement. The study highlights the importance of providing holistic, context-sensitive educational support for rural learners. By amplifying student voices, it offers insights for educators and policymakers to design inclusive and empowering English learning environments that respond to the unique challenges of rural contexts