摘要：Conditions and facilities of English language classes in the remote area encourage
the negotiation of learning to solve problems. This narrative research aims to reveal
strategies of pre-service teachers of the SM3T program in the process of the negotiation
of English language learning. The study used diaries and interview transcripts
from four teachers from Pidie Jaya and Sumba. The findings showthat teachers use
interpersonal (IPS) and instructional (IS) strategies in the negotiation process. In Pidie
Jaya, IPS strategies consist of the use of local languages and the help of local people.
Meanwhile, IS strategies comprise learning groups and introduction to learning
activities. In Sumba, teachers make language adjustment and establish rapport and
informal communication as IPS strategies and they carry out buddy teaching and
assign homework as IS strategies. This study contributes to the intercultural approach
to designing English Language Education programs for remote areas.
