Teaching English as a foreign language in schools located in rural area requires
teachers to provide the best way of delivering learning to students, because the
effectiveness of this learning greatly influences the success of students in rural areas
in English language. Based on this phenomenon, the researcher is interested in
investigating the barriers faced by teachers when teaching English to students in
rural areas schools and to find out the most dominant barriers for teachers in
influencing the process of learning English. The researcher applied a qualitative
approach using a case study research method. Data were collected through
observation and interviews with two teachers who teach at school in rural areas.
The findings of the data revealed that there are still many significant barriers for
teachers in the process of learning English in rural areas school, these barriers are
stereotypes of students in rural area toward English, the lack of student attitudes
during learning, students' difficulties in mastering vocabulary, and the use of digital
dictionary from students’ phone. In addition, there are also the most dominant
barriers in influencing the English learning process, namely school and village
facilities that do not yet support the teaching and learning process and the teacher's
ability to master English learning methods