Issues about education in the urban areas and rural areas are crucial in the Indonesian context. The reason is the differentiation of the quality of the Indonesia education across the country because of those areas. During their practice, English teachers in that area face many limitations that hinder the process of teaching and learning. This case study aimed to explore two English teachers’ challenges in teaching in rural areas of Indonesia and how they overcome those challenges to maximize their role as a teacher through their teaching reflection on interview and document analysis. This is significant for giving the teachers’ views on facing the challenges in every condition of teaching English and for giving a picture to the government about the real condition of teaching English in the rural areas. The result showed that English teachers tried to deal with their own teaching condition and institution, their students, and socio-cultural conditions around them. As the solution, teachers overcome those problems by strengthening their roles as a teacher and understanding social pedagogy. However, there is still a need for English teachers to get more training related to their job in teaching English in rural areas.

Despite its prominence, research on asynchronous learning addressing students' issues and coping strategies, particularly in Indonesian EFL context remains sparse. This study aimed to address the research gap and uncover the students' issues in an asynchronous English class and how they cope with these challenges. The data were collected through questionnaire distributed to 67 students at an Indonesian university. The findings indicated certain issues that arise during asynchronous English lesson. The students found that a poor internet connection, social media distraction, a lack of interaction between students and the teacher as well as among students, and a lack of opportunities to practice English as their primary learning barriers. The findings also revealed that the activities that students took to deal with these problems, making a smart move in asynchronous English class, was effective. Despite the numerous distractions, the students strove to maintain their focus on the materials. However, as their strategies in asynchronous English class, students did not attempt to contact their teacher to inquire about the materials, and they did not establish a timeframe and learning objective. Limitations and recommendation for future research are discussed.

Kampung Berseri Astra (KBA) Jorong Tabek, Nagari Talang Babungo Kabupaten Solok sebagai 10 kampung yang mendapatkan anugrah dari PT. Astra Internasional TBK. Melalui Program Kampung Berseri Astra tersebut banyak perusahaan yang bekerjasama untuk membangun kampung ini menjadi kampung yang berkualitas. Kampung Berseri Astra selanjutnya berkembang menjadi Destinasi wisata dengan jenis EduWisata dan Wisata Desa. Pengelolaan pariwisata di jorong tabek dilakukan dengan mempersiapkan sarana dan prasarana untuk menjadikan Jorong Tabek sebagai destinasi wisata yang menampilkan kampung dengan tradisi keminangkabauan-nya yang dapat terlihat dalam aktivitas keseharian penduduknya di samping dengan wisata alam dan agrowisatanya. Berbagai atraksi wisata yang terdapat di kampung ini turut menjadi daya tarik wisata yang membuat pengunjung yang pernah datang ke lokasi ini menikmati berbagai macam kesenian dan kearifan lokal seperti pencak silat dan lingkungan yang asri. Kegiatan lain yang menunjang kepariwisataan juga diadakan seperti pelatihan kesenian tradisional, pendataan potensi alam seperti jenis tanaman langka, berperan serta dalam penyelenggaraan Silek Camp International, penyuluh pertanian, pelatihan kader pariwisata dan pemilihan duta wisata nagari serta program toilet bersih di sekolah. Permasalahan yang saat ini terjadi di Jorong Tabek adalah dengan adanya potensi atraksi wisata yang menjadi tujuan utama kunjungan wisatawan belum didukung oleh aktivitas wisata yang dikemas menjadi paket-paket wisata, sehingga masa kunjung (length of stay) wisatawan masih singkat. Apabila tersedia paket wisata yang dapat dinikmati oleh wisatawan, maka masa kunjung tersebut akan lebih lama, tourist expenditure juga akan bertambah, dan tentunya menerikan multipler effect dan pada akhirnya meningkatkan quality of life masyarakat lokal itu sendiri. Program PKM di Jorong Tabek ini dapat membantu memecahkan permasalahan mitra melalui pelatihan pengembangan aktivitas wisata dan pengemasannya menjadi paket wisata. Metode yang telah diberikan adalah melalui ceramah dan diskusi terkait aktivitas wisata dan potensinya, tour itinerary, tour quotation dan tour package bagi kelompok sadar wisata Jorong Tabek, Nagari Talang Babungo. Selain itu peserta juga akan diberikan tugas mandiri dan akan dilakukan evalusi terhadap keberhasilan program.