Paper Title
NARRATIVE INQUIRY INTO INDONEESIAN TEACHER CHALLENGES OF TEACHING ENGLISH IN THE INDUSTRIAL REVOLUTION 4.0

Abstract
Education 4.0 uses technology-based tools in teaching-learning contexts. Its goal is to provide students with the skills and competencies for the technology sector. This narrative inquiry aims to provide an overview of the challenges of teaching English in the Industrial Revolution 4.0 era from teachers’ experiences. This study followed a narrative inquiry based on obtaining and reflecting on teachers’ lived experiences and perceptions. The sample was taken by purposive sampling technique and the data were collected through narrative frames and semi-structured in-depth interviews. Our findings show emerging themes such as the unprepared teacher, decreased student-teacher relationship, need for extensive internet access, declining writing skills, and lack of focus, examples of teachers' challenges in the Industrial Revolution 4.0. Additionally, the teachers should possess skills and familiarity with technology, collaboration with students, creative and critical thinking, and teaching as a whole (holistic). This study alerts researchers, teachers, administrators at the school level, and national policy-makers to maintain professionalism in performing their daily duties and assignments. Keywords - Teachers’ Challenges, Language Teaching, and Learning, and Fourth Industrial Revolution (4IR)