CHAPTER I

INTRODUCTION
A. Background of study

Pandemic covid-19 has affected some aspects of teaching and learning

process. Face-to-face teaching and learning has changed to online, even

English language learning teachers teach online using electronic media such as

cell phones and computers. Teachers must be able to use applications for

online teaching and learning media such as Whatsapp, google classroom,

zoom and other applications, because learning is done at home using the

internet network, teachers provide learning materials to students through the

applications used.

Online learning is an intensity of the use of information and

communication technology networks in teaching and learning (Naidu, 2006;

Basilaia & Kvavadze (2020). Defining of Learning is a process built to

develop students’ creative thinking (Widodo & Kadarwati, 2013). Meanwhile,

the term ‘daring’ is an abbreviation of ‘Dalam jaringan,’ which is the

Indonesian substitute of the word ‘online that is often related to internet

technology. The learning process, whether using learning applications or

social networking, is called online learning. According to Zhu & Liu, online

learning is an experience of transmitting knowledge using software supported

by video, audio, images, text communication, and internet networks. An

important element of online learning is the willingness of teachers and

students to interact online.

 Abida et al. (2020) Free and easy, we talked about different infrastructures

that support online learning via smartphones: different discussion rooms such

as Google Classroom, WhatsApp, Kelas Cerdas, Zenius, Quipper, Microsoft

and more. The European Commission (2001) describes online learning as the

use of new multimedia technologies and the Internet to improve the quality of

learning by facilitating access to facilities and services, distance exchange and

collaboration. In an online learning environment, students can use technology

to acquire subject matter and communicate with teachers and peers; therefore,

media preferences can also differ from the normal class (Kobayashi, 2017).

Baradja (1995) stated that there some factors are determining the success

of the second language or foreign language; they are teachers, students,

environment, materials, etc. The teacher has a very important role in

determining the success of English teaching. Each skill in using technology

which the teachers have learned, surely related to the improvement of their

teaching, both online or face-to-face classrooms (Morris, 2002, p. 38).

Technology is an important thing in the processes of English language

learning and teaching (Williams, 2016).

The study by Rochyani Lestiyanawati, Arif Widyantoro (2020) Teachers

were to apply online classes in conducting the teaching and learning process.

The students are forbidden to come to school to join the class activities, but

they had to study at home. The students had to open the internet to study and

learn the materials and assignments given by their teacher.

 Based on definitions above the researcher conclude the online English

teaching and learning the teachers use of online learning media this online

platform there are whatsapp, google classroom, zoom and etc. Online learning

is an activity of teaching and learning process carried out by utilizing media

such as applications or websites that can be accessed through an internet

network that is connected or connected simultaneously, making it possible to

exchange data and information between students and teachers.

Those researchers are interested in carrying out research with titles.

“Online English Teaching and Learning During Pandemic covid-19 at

Junior High School 4 Ampek Nagari”

B. Focus of Study

This research is focused on analyzing online English teaching and learning

process including teaching’ preparation, learning, Platform used at junior high

school 4 Ampek Nagari during pandemic covid-19”

C. Formulation of The Problem

1. How do English teachers prepare online teaching and learning at

SMPN 4 Ampek Nagari?

2. What is the platform type mostly used by English teachers at SMPN 4

Ampek Nagari?

3. How do English teachers carry out teaching and learning at SMPN 4

Ampek Nagari?

D. Purpose of The Study

 1. To describe teachers prepare online English teaching and learning at

SMPN 4 Ampek Nagari

2. To describe the platform type mostly online English teaching and

learning at SMPN 4 Ampek Nagari

3. To describe English teachers carry out online teaching and learning at

SMPN 4 Ampek Nagari

E. Significant of Study

Theoretically, this research is conducted to support the teaching and learni

ng process to add scientific insights about online learning. Here are some cont

ributions to the user.

1. Theoretical benefit

The results of this study are expected to be used as the basis for polici

es in supervising educators so that they can choose or online English

teaching and learning.

1. Practical Benefit

1. For teacher

This research is also useful for teacher or lectures, with this

research It is hoped that the results of this study can develop know

ledge, skills and experience to carry out online learning.

2. For student’s

This research can provide students with experience and kno

wledge as an online learning medium during a pandemic, and it is

hoped that student learning outcomes can increase.

 3. For the Researcher

In this case, the researcher can understand the concept of a

theory used the study.

F. Definition of Key Terms

In order to clarify the key terms used in this study, some

definitions are put forward.

1. Online learning

Online learning is the use of the internet to access material, to inter

act with material, instructors and other learners, to get support during t

he learning process with the aim of acquiring knowledge, creating un

derstanding and to develop from the learning experience.

2. Learning

Learning is a process of interaction between teachers and students,

both interactions directly such as face to-face activities or not directly,

namely by using various learning media

3. English teaching

Teaching is interactive process between teacher and student. The

teacher helped the student to learn, give materials, and providing

anything to know or understand.

 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Review of Theories Literature

1. Learning

a. Definition of Learning

According to Rusman explains learning is a process of interaction

between teachers and students, both interaction directly such as face to-face

activities or not directly, namely by using various learning media 1. Learning is

basically the interaction between students and the learning environment to achieve

learning objectives, namely changes in behaviour (knowledge, attitudes, and

skills).

With regard to these three terms, namely teaching and learning; Prof.Dr.

Chaedar Alwasilah, M.A provides the following restrictions:

1) Study is a reflection of a student's personality system tha shows

behaviour related to a given task.

2) Teaching is a reflection of the teacher's personality system that acts

professionally.

3) Learning is the social system where teaching and learning takes

place.

According to Hamalik (1983) learning is defined as the form of growth or

change of individuals which is stated by new behaviour as the result of

experiences and practice. He adds that the sample of behaviour is: changing from

unknowing to knowing, appearing some new understanding, changing in attitude,

1
Rusman, Model- model Pembelajaran: Mengembangkan Pr ofesionalisme Guru.2010.
skill, emotion and etc.2 According to Jeff Cobb learning is the lifelong process of

transforming information and experience into knowledge, skills, behaviours, and

attitude.

According to Brown that there are seven components in definition of

learning, those are:

1) Learning is acquiring or getting

2) Learning is retention of information or skill

3) Retention implies storage system, memory, cognitive organization

4) Learning involves active, conscious focus and acting upon events outside

and inside the organism

5) Learning is relatively permanent, but subject to forgetting

6) Learning involves some forms of practice, perhaps reinforce practice

7) Learning is a change in behaviour.3

According to Omrod learning will carry out a change to students. The

change does not only relate to the knowledge improvement, but also from as

aptitude, skill attitude, meaning, pride, interest, and the character adapting.

Learning may be defined as the process by which behaviour originates or is

altered trough training or experience.4

According to Karissha Gayle (2009) that learning is a process of mental,

physical and spiritual development. Development is advancing and growth.

2
Hamalik, Umar. Metodologi Belajar dan Kesulitan-kesulitan Belajar. 1983. Jakarta : Tarsito
3
Brown, Douglas. Prinsip Pembelajaran Dan Peengajaran Bahasa. 2008. Jakarta: Person
Education
4
Ormrod, J. E. Human learning (3rd ed.)1999. Upper Saddle River, NJ: Merrill Prentice Hall
Development is proof that learning has taken place. One has to apply him or

herself to a given situation and or context in order for leaning to occur.

From the description above, the researcher conclude that learning is an

active process from learning activities skills is writing, reading, listening,

speaking, and the others. In learning to interactive relationship of activities

between students and teachers and other learning environments to lead to expected

behavioural changes, and that is the nature of learning.

b. The principle of learning

There are several principle learning those are: principle readiness,

motivation principle, Principle of Perception and Activeness, Principles of

Purpose and engagement direct, Principle of Individual Difference, Principles of

Transfer, Retention and challenge, Principles of Cognitive Learning, Affective

Learning Principles, Psychomotor Learning Process, Principles of Repetition,

Feedback, Reinforcement and Evaluation.

1) Principle Readiness, the learning process is influenced by the

readiness of students, what is meant by readiness or readiness is an

individual condition that allows him to learn. In this regard, there

are various degrees of learning readiness for specific tasks. A

student who is not ready to get a task in learning will have difficulty

or even despair. Physical maturity and growth, intelligence

experience background, standardized learning outcomes,

motivation, perception, and other factors to enable a person to learn.

 2) Motivation principles, According to Rothwell, goals in learning are

needed for a directed process. Motivation is a condition of the

learner to initiate activity, regulate the direction of the activity and

maintain sincerity. Motivation also has an important role in learning

activities.5 According to Sardiman A.M, that person will succeed in

learning if the desire to learn arises from him. Motivation in this

case includes two things: (a) knowing what to learn, (b)

understanding why it is worth learning. These two things are

elements of motivation that are the basis for a good start to learning.

Because without these two elements, learning activities are difficult

to succeed.6 A person who has a large motivation can do without

outside motivation, that is what is called intrinsic motivation, or the

driving force in accordance with the actions performed. Conversely,

if the intrinsic motivation is small, then he needs motivation from

outside which in this case called extrinsic, or the driving force that

is outside. This extrinsic motivation comes from teachers, parents,

friends, books and so on.7

3) Principle of Perception and Activeness

A person tends to believe according to how he understands the

situation. Perception is an interpretation of a living situation. Each

individual sees the world in his own way that is different from the

others. This perception influences individual behaviour. A teacher

5
Rothwell, A.B.,Learning Principles, dalam Clark L.H. Strategies and Tactics in secondary
School Teaching: A Book of Readings,(Toronto: the Mac Millan, Co., 1968), h. 10.
6
Sardiman A.M, Interaksi dan Motivasi Balajar Mengajar, Edisi I (Cet. IX; Jakarta: PT.
RajaGrafindo Persada, 2001), h. 38
7
Lihat Syaiful Sagalah. 152., Dimyati dan Mudjiono, op. cit., h. 43., Oemar Hamalik, Kurikulum
dan Pembelajaran, Edisi I (Cet. VI; Jakarta: Bumi Aksara, 2007), h. 112-113.
 will be able to understand the participant’s students are better off

when they are sensitive to how one sees a certain situation.

According to Thomas M. Risk in Zakiah Daradjat, "teaching is the

guidance of learning experiences." Teaching is the process of

guiding the learning experience. Included in learning, students must

always be active. Starting from physical activities that are easy to

observe to psychological activities that are difficult to observe.8

4) Principles of Purpose and engagement direct, Goals are specific

goals that someone wants to achieve. The principle of direct

involvement is important in learning. Learning as a teaching and

learning activity, the teacher must be directly involved as well as the

students. The principle of direct involvement includes direct

physical and non-physical involvement. This principle is directed so

that students feel that they are important and valuable in the

classroom so that they can enjoy the learning process. According to

Edgar Dale in Dimyati that good learning is learning through direct

experience.9 Learning with direct experience is not just sitting in

class when the teacher is explaining the lesson, but how students are

directly involved in the learning process.

5) Principle of Individual Difference, The learning process is varied

for everyone. The teaching process should pay attention to

individual differences in the classroom so that it can facilitate the

achievement of the highest learning goals. According to

8
Zakiah Daradjat, et al, Metodik Khusus Pengajaran Agama Islam, Edisi II (Cet. II; Jakarta: PT.
Bumi Aksara, 2001), h. 137.
9
Dimyati dan Mudjiono, loc. cit.
 Suryosubroto, the learning process that takes place in schools at this

time still tends to take place classically, which means a teacher

faces 30-40 students in one class. The teacher still uses the same

method for all students in the class.10

S. Nasution in Ahmad Rohani suggests four ways to adapt lessons

to individual abilities: 1) Individual teaching, students accept the

tasks they complete according to their respective paces. 2)

Additional assignments, smart students get additional assignments,

outside the general task for the whole class so that class relations are

always maintained. 3) Project teaching, students do something

according to their interests and abilities. 4) Grouping according to

ability, the class is divided into several groups consisting of students

who have the same ability.

Individual differences can be a concern for teachers in preparing

learning in their classrooms. Because individual differences are one

of the principles in learning that should not be ruled out for the sake

of success in the learning process.

6) Principles of Transfer, Retention and challenge

Learning is considered useful when someone can store and apply

the learning outcomes in new situations. Whatever is learned in one

situation will eventually be used in another. The process is known

as the transfer process, a person's ability to reuse learning outcomes

is called retention. Materials learned and absorbed can be used by

10
B. Suryosubroto, Proses Belajar Mengajar di Sekolah (Cet. I; Jakarta: PT. Rineka Cipta, 1997),
h. 83
 students in new situations. According to Kuantzu in Azhar Arsyad

that if you give a man fish, he will have a single meal. If you teach

him how to fish he will eat all his life. Kuantzu's statement is in line

with the principle of learning and learning in the form of challenges,

because learners do not feel challenged if only fed so that they just

swallow what is given by the teacher.11 This is in line with the

principles of learning and learning with one of the principles of

contextual teaching and learning concepts, namely inquiry. Where it

is explained that the inquiry is a learning process that is based on

search and discovery through a systematic thought process.12

7) Principles of Cognitive Learning

"Cognitive learning involves the process of recognition and or

discovery". Cognitive learning includes associations between

elements, concept formation, problem finding, and problem solving

skills which then form new behaviors, thinking, reasoning, judging

and imagining are mental activities related to the process of

learning, cognitive learning. The learning process can occur at

various levels of difficulty and requires a variety of mental

activities.

8) Affective Learning Principles

"A person's affective learning process determines how he relates

himself to new experiences." Affective learning includes the value

of emotions, drives, interests and attitudes. In many cases the

11
Azhar Arsyad, Your Basic Vocabulary (Cet. I; Ujung Pandang: AMA Press, 1987), h. 1.
12
Udin Saefudin Sa’ud, Inovasi Pendidikan (Cet. I; Bandung: Alfabeta, 2008), h. 169
 learner may not be aware of affective learning. In fact, the affective

learning process includes the original basis for and is a form of

attitudes, emotions, drives, interests and individual attitudes.

9) Psychomotor Learning Process

The individual's psychomotor learning process determines how he is

able to control his physical activities. Psychomotor learning

contains mental and physical aspects.

10) Principles of Repetition, Feedback, Reinforcement and Evaluation.

The principle of learning that emphasizes the importance of

repetition is perhaps the oldest as proposed by the theory of power

psychology. According to this theory, learning is training the

powers that exist in humans which consist of observing, capturing,

remembering, imagining, feeling, thinking and so on. By doing

repetition then these powers will develop. Another theory that

emphasizes the principle of repetition is the theory of

connectionism. His famous character is Thorndike with his well-

known theory, namely the "law of exercise" that learning is the

formation of a relationship between stimulus and response, and

repetition of those experiences increases the emergence of correct

responses. Furthermore, the theory of response conditioning

psychology psychology as a further development of connectionism

theory driven by Pavlov which suggests that individual behaviour

can be conditioned and learning is an attempt to condition a

behaviour or response to something. Likewise, teaching to form

 habits, repeating an action so that it becomes a habit and habituation

does not need to be always accompanied by a real stimulus, but can

also be accompanied by an accompanying stimulus. If students get

good grades in the test, of course they will study seriously to get

better grades in the future. Because a good value is positive

reinforcement. On the other hand, if students get bad grades, of

course they are afraid of not going to class, for fear of not going to

class; they are also encouraged to study harder. This is called

negative reinforcement which means that students try to avoid

unpleasant events.

c. Learning stages

There are three stages of learning, namely learning planning,

implementing learning and learning evaluation.

1) Learning planning

According to Rahmawati planning is the earliest and

determining stage of all learning activities. Therefore, planning

has a major role in an activity to be carried out. 13 According to

Hamzah, learning has the essence of planning or designing

design as an effort to teach students14. That is why students in

learning, students do not only interact with the teacher as a

learning resource, but may interact with all the learning

resources used to achieve the desired learning goals.

13
Rahmawati, D. S (2009).Kendala Pelaksanaan Pembelajaran Jarak Jauh Melalui Internet Pada
Mahasiswa PJJ S1 PGSD Universitas Negeri Semarang.Skripsi. Fakultas Ilmu Pendidikan.
Universitas Negeri Semarang: Semarang
14
Hamzah. 2006. Perencanaan Pembelajaran. Jakarta: Bumi Aksara.
 Efforts to improve learning are carried out with the

assumption that to improve the quality of learning begins with

learning planning which is realized by the existence of learning

designs. The basis of the learning activity program is a unit of

study taken from the curriculum. According to Harjanto, the

subject matter is within the scope of the curriculum content,

therefore the selection of course content must be in line with

the size or criteria used for the content of the curriculum in the

field of study concerned15. In this case, it is necessary to

formulate the main learning material that will be given to

students in accordance with the types of learning activities that

have been determined.

Based on the two opinions above, it can be concluded that

planning actually contains aspects such as students as

individuals who have an adequate level of readiness, decision-

making steps, certain goals to be achieved, ways or actions to

be taken, how to assess student learning outcomes, and what

only that must be needed in an effort to achieve goals.

Teaching planning is made to anticipate and predict what will

be done in teaching, so as to create a situation that allows for an

innovative learning process in an effort to achieve the expected

goals.

1) The learning process

15
Harjanto. 1997. Perencanaan pengajaran. Jakarta: Rineka Cipta.
 In Tsalasa (2007: 33) Ahmad Rohani (1995) explains the

implementation of learning is the process of realization of

teaching planning to achieve the learning objectives that have

been planned, or in other words the implementation of teaching

should adhere to what is stated in the planning. The teaching

process is based on fundamental principles that will determine

whether the teaching runs naturally and is successful.

Meanwhile, Rahmawati (2009: 17) "explains the teaching

process is an interaction between row input, instrumental input

and environmental influences". From the two opinions above, it

can be concluded that learning is carried out in accordance with

what is stated in the lesson planning. The teaching situation

itself is influenced by several factors, there are internal factors

or from the students themselves and external factors or from

the learning environment. These factors are described in more

detail as follows:16

a. Student factor

According to Hamalik (2001: 99) students are a

determining element in the learning process. It is students who

need teaching, not teachers; teachers are only trying to meet the

needs of the students. It is the student who learns, therefore it is

the student who needs guidance. So that students are the most

Dewi, W. A. F. (2020). Dampak Covid-19 terhadap implementasi pembelajaran

16

daring.Edukatif: Jurnal Ilmu Pendidikan, 2(1), 55-61.

 important component in the relationship between the teaching

and learning process.

b. Teacher factor / teaching staff

The success of the goals of education in schools is in the

hands of the teacher, because the teacher plays a role in the

growth and development of knowledge, skills, attitudes and

outlook on life of students. Therefore teachers must have

professional competence (mastery of subjects), pedagogy,

personality and social. According to Sopian (2016: 96)

"teachers in carrying out their duties must have a set of abilities

in the fields to be delivered and must have mastery of the

material so that it is easily accepted by students which include

the ability to supervise, train, develop personnel and

professional and social skills".

c. Curriculum factors

Curriculum and teaching are two different things but are

closely related to one another. The curriculum is basically a

plan that includes the activities and experiences that need to be

provided that provide broad opportunities for students to learn.

According to Hamalik (2001: 1) "All teaching or teaching

processes or lessons are always guided by a certain curriculum

in accordance with the demands of educational institutions /

schools and the needs of the community and other factors"

 From this theory it is known that, the learning material as

curriculum content refers to the learning objectives to be

achieved. Therefore, the objectives to be achieved specifically

describe the change in behavior that students are expected to

achieve in the teaching and learning process.

d. Facility and infrastructure factors

According to Barnawi&Arifin (2014: 40) "educational

facilities are everything in the form of tools and equipment

directly, while educational infrastructure includes all

equipment and supplies that indirectly support the educational

process.17

2) Evaluation of learning

Learning evaluation is an integral part of the learning

process, meaning that learning will involve three activities,

namely planning, implementing and evaluating. Measurement

in English means measurement it can be interpreted as an

activity to "measure" something. Measuring is comparing

something with or on the basis of a certain measure. Appraisal

means, judging something, while judging means: making

decisions about something based on oneself or holding on to

certain measures.

According to Sugandi (2006: 109) teaching evaluation is a

component in the teaching system, while the teaching system

Enriquez, M. A. S. (2014). Students ’ Perceptions on the Effectiveness of the Useof Edmodo as a

17

Supplementary Tool for Learning. DLSU Research Congress.

 itself is an implementation of the curriculum, as an effort to

create classroom learning. Meanwhile, according to Hamalik

(2001) the evaluation process is generally student-centered, this

means that evaluation is intended to observe student learning

outcomes and seeks to determine how learning opportunities

are. From the two opinions above, the evaluation is intended to

observe a teaching process, which includes the role of the

teacher, teaching strategies, curriculum materials, and learning

principles applied to teaching. That is why evaluation occupies

an important position in curriculum design and teaching design.

In evaluating learning outcomes it is required to thoroughly

evaluate students, both in terms of their understanding of the

material that has been given (cognitive aspects), as well as in

terms of appreciation (affective aspects) and experiences

(psychomotor aspects).

2. Teaching English

a. Definition of teaching English

According to Tomlinson, teaching is used to refer to anything done by

materials developers or teachers to facilitate the learning of the language 18. This

could include the teacher standing in front of the classroom explaining the

conventions of direct speech in English; it could include textbook providing

samples of language use and guiding learners to make discoveries for them, it

could include textbook inviting learners to reflect on the way they have just read a

Tonmlinson, B. Material Development in Language Teaching. 1998. Australia: Cambridge

18

University press
passage or it could the teacher providing the language a learner need whilst

participating in a challenging task. Education consists of teaching and learning.

Teaching is a process involves the teaching learning process, (Yusuf, 2009:4).

According to Mulyasa, explains that teaching is an interaction process done by

students and the environment in order that the human/student behaviour changes

to be better.19

According to Hamalik, In teaching process, there will involve the

interaction between people, material, facilitates, tools, and the procedure that all

of them are influence each other in getting the teaching goal.20 According to

Stephen N. Elliot Teacher act as Curriculum facilitator and not Curriculum

planners. It can be conclude that teacher as the canter of education is faced by a

number of decisions to be made in the classroom. 21 As a manager classroom, a

teacher must control the student in determining what the students supposed to do

and acquire. The respond abilities of teacher in managing favourable atmosphere

and media to support learning are important.

Based on definitions above, it can be concluded that teaching is interactive

process between teacher and student. The teacher helped the student to learn, give

materials, and providing anything to know or understand. Teacher can teach by

use combine of art, science and skill. Then the teachers also see the students

behaviour during an English learning activity.

b. Component of teaching
19
Mulyasa, E. Implementation Kurikulum Tingkat Satuan Pendidikan: Kemandirkian Guru dan
Kepals Sekolah. 2010. Jakarta: Bumi Aksara
20
Hamalik, Oemar. Proses Belajar Mengajar.2004. Jakarta: PT. Bumi Aksara
21
Elliott, Stephen, N., & Gresham, F. Social skills intervention for children. Behavior Modification.
Sage Publication. 1993.
 In teaching process, there are some components of teaching, the

components are:

The objective, Objective is the goal of education that interprets from the

vision, mission, owned by an institution (Sanjaya, 2010:10). According to

Hamalik, the objective is a goal which will be reached after do the teaching

process. Therefore, this is important as a component of teaching.

The students or participant, Students or participants are human being

without way any limitation and certain characteristic. In the other world, all of

human being is a student without limited by time and place (Aziz, 2003). In

teaching learning process, the learners have significant roles. Nowadays, students

are demanded to be more active and innovative in learning process. The learners

should actively look for meaning and try to find regularity and order to the events

of the world in the absence of full complete information.

The teacher, in the teaching learning process, teacher not only

doing/holding the teaching process technically, but also realizing his/her work and

responsibility as well as possible (Gulo, 2008). Therefore, the electiveness of the

teaching learning process based on the teacher roles. The success of teaching is

also based on teacher quality. Michael in his book entitled The Process and

Experience in the Language Classroom argues some teacher roles in the

classroom, namely: (1) Teacher as coordinator and facilitator (2) Teacher as

manager and organizer (3) Teacher as instructor (4) Teacher as investigator and

researcher

c. Teaching four skill of English

 Language teaching aims to improve student’s four skills of listening,

speaking, reading and writing, and also to improve the ability of vocabulary

mastery and good grammar. The final expectation is to let the pupils‟ be able to

implement the language in the real life. So, the students need to know all the

abilities of the four skills. According to Brown there are some principles of micro

skill of listening, speaking, reading and writing:

1) Listening

a) Discriminate among the distinctive sounds of English.

b) Recognize reduced forms of words and English stress pattern, words

in stressed and unstressed position, rhythmic structures, intonation

contours and their roles in signalling information.

c) Distinguish word boundaries, recognize a core of words and interpret

word order patterns and their significance.

d) Process speech containing pause, errors, correction and other

performance variable.

e) Recognize communicative function of utterance according to

situations, participants and goals.

f) Use facial kinesics, body language, and other non verbal clues to

decipher meaning.

2) Speaking

a) Produce differences English phonemes and allophonic variant.

 b) Produce English stress pattern, words in stressed and unstressed

position, rhythmic structures, intonation contours and their roles in

signalling information.

c) Use an adequate number of lexical unit (words) to accomplish

pragmatic purposes.

d) Use grammatical word classes (nouns, verbs, etc), systems word

order, patterns, rules, and elliptical forms.

e) Accomplish appropriately communicative function according to

situations, participants and goals.

f) Use facial features, kinaesthetic, body language, and other non

verbal clues along with verbal language to convey meaning

3) Reading

a) Discriminate among distinctive graphemes and orthographic

pattern of English.

b) Recognize a core of words and interpret word order patterns and

their significance.

c) Recognize grammatical word classes (nouns, verbs, etc), systems,

patterns, rules, and elliptical forms.

d) Recognize the communicative functions of written texts according

to form and purpose.

e) Distinguish between literal and implied meanings.

f) Develop and use a battery of reading strategies such as scanning

and skimming, detecting discourse markers, guessing the meaning

 of words from context and activating schemata for the

interpretation of text.

4) Writing

a) Produce graphemes and orthographic patterns of English.

b) Produce an acceptable core of words and use appropriate word

order patterns.

c) Use acceptable grammatical systems, patterns and rules.

d) Use theoretical forms and conventions o written discourse.

e) Appropriately accomplish the communicative function of written

text according to form and purpose.

f) Develop and use a battery of writing strategies such as accurately

assessing the audience’s interpretation, using prewriting device,

writing with fluency in the first drafts, using paraphrase and

synonym, soliciting peer and instructor feedback and using

feedback for revising and editing.22

d. Procedure of Teaching Learning Process

According to Ahmadi et al (2011:42), basically there are three components of

procedures applied in teaching learning process, namely: Introduction component,

presentation/content component and closing or conclusion component. The three

components can be described as follow:

1) Opening activity/Introduction this component which is the activity

to improve the student’s motivation, to inform objective learning,

to improve students brain storming.

22
Brown, G. and Edmondson, R. Asking questions, in E. Wragg (ed.), Classroom Teaching Skills.
2008. London: Routledge
 2) Main activity/Presentation this component consists of delivering

the material, helping to explore the information of the mind,

accompanying students to doing exercise. In this component,

teacher should use interest method in order to students get the point

material.

3) Closing activity/Conclusion In this component, teacher giving

conclusion about the material, questioning the students to evaluate,

giving feedback and motivation.

3. Online Learning

a. The Definition of Online Learning

The terms online learning and online learning are used to express the same

meaning. Online is a term in Indonesian, while online is a term in English. Accord

ing to Ally, Online learning is the use of the internet to access material, to interact

with material, instructors and other learners, to get support during the learning pro

cess with the aim of acquiring knowledge, creating understanding and to develop

from the learning experience. Online learning can be defined as an interaction bet

ween teacher and learner that is built into a network via a computer or other electr

onic device23.

According to Kasmir, that online learning for some people in Indonesia ma

y still be considered new, while in their daily lives without realizing that they hav

e been carrying out activities related to online activities. Online learning can be de

fined as an interaction between teacher and learner that is built into a network via

a computer or other electronic device.

Ally, M. (2004). Foundations of Educational Theory for Online Learning. In Theory and
23

practice of online learning (pp. 15–44). https://doi.org/10.1007/978-1-4020-8299-3_8

 According to Collins, Online Learning is defined as the creation and

proliferation of personal computers, the globalization of other human ideas and

actions, and the use of technology in exchanging ideas and providing access to

more people. Audio, video, computer, and network technologies are often

combined to create diverse instructional delivery systems. The basic method for

uniting distance learning instructors with remote students is networking.

According to Onno W Purba (2002), online learning is a type of

information technology used in the field of education in the form of virtual

schools. According to Cisco (2001) explaining the philosophical online learning

as follows:

1) Online learning is the delivery of information, communication,

education, training online.

2) Online learning provides a set of tools that can enrich the value of

conventional learning (conventional learning models, studies of

textbooks, CD-ROMs and computer-based training) so that they can

answer the challenges of the development of globalization.

From several statements above that online learning can use social networki

ng applications so that the learning process can run effectively. Because the learni

ng process is not carried out face-to-face for that teachers and students can interact

well when processing online learning. Online learning during COVID-19 is one o

f the media used to achieve the teaching and learning process so that learning obje

ctives are achieved. and online learning must use a network/data quota or via the i

nternet so that the interaction between teachers and students goes well to carry out
the learning process. As we know in English learning there are 4 components that

must be conveyed, namely: writing, reading, speaking, and listening, where the te

acher must deliver the material using the media used during the learning process s

o that the material presented can be understood by students.

b. Characteristics of Online Learning

The following are the characteristics of Online Learning proposed by

Rudi and Riyana (2007): those are (1) the students' capture of learning material

does not depend on the instructor/teacher, because students construct their own

knowledge through teaching materials delivered through the website interface; (2)

the source of knowledge is everywhere and can be easily accessed by everyone.

This is due to the global nature of Internet media and can be accessed by anyone

connected to it; (3) Teachers / educational institutions function as mediators /

mentors; (4) Restructuring is needed for education system, curriculum, and

management policies that can support the utilization of Information and

Communication Technology for optimal education.

The above four characteristics are the factors that distinguish online

learning from normal learning activities. In online learning, the learner builds

knowledge through the learning materials provided through online learning, so the

learner's understanding of the material is no longer dependent on the instructor.

Online learning the sources of knowledge are distributed everywhere and are

easily accessible to everyone.

c. The Advantages of online learning

 According to Empy dan Zhuang, there are several advantages of E-learnin

g, those are (1) Reducing costs. By using E-learning, we save time and money to r

each a learning place. With our E-learning can access from various locations and

places. (2) Flexibility of time, place and learning speed. By using E-learning, teac

hers can determine time to study anywhere. And students can study according to t

heir abilities each. In contrast to studying in the classroom, where all students lear

n and stopped at the same time. (3) Standardization and effectiveness of learning.

E-learning always have the same quality every time it is accessed and regardless

of mood teacher. E-learning is designed so that students can better understand usi

ng simulation and animation.

d. The disadvantages of online learning

There are several disadvantages of learning, those are (1) Students must ha

ve computers and internet access. (2) Student also must have computer skills with

the program, such as an internet browser, email, and office applications. (3) Good

internet connection, because it really needs it taking subject matter. (4) In the abse

nce of an existing routine in class, then students may stop learning or be confused

about learning activities and activities the deadline for assignments, which will ma

ke students fail. (5) Students will feel very away with the instructor. Since instruct

ors are not always there to help students, So that students must be disciplined and

do assignments independently without assistance instructor. (6) Students must als

o have writing skills and abilities good communication, because teachers and stud

ents do not meet face to face so allows misunderstanding in several ways24.

e. The Types of Online Learning

24
Effendi, Empy. & Hartono Zhuang. E-Learning Konsep dan Aplikasi.2005.
 According to Haughey (1998), there are three possibilities in the

development of internet-based learning systems, namely as follows;

Web course, is the use of the internet for educational purposes, in which

students and instructors are completely separate and there is no need for face-to-

face contact. All teaching materials, discussions, consultations, assignments,

exercises, exams, and other learning activities are fully delivered via the internet.

In other words this learning model uses a distance system.

Web centric course, is the use of the internet that combines distance

learning and face-to-face (conventional). Some material is delivered via the

internet, and some through face-to-face. Its functions are complementary. In this

model the instructor can give instructions to students to learn the material through

the web that has been made. Students are also given directions to look for other

sources from relevant websites. In the face-to-face session, students and

instructors discuss more about the findings of the material that has been learned

through the internet.

Web enhanced course, is the use of the internet to support the

improvement of the quality of learning carried out in class. The function of the

internet is to provide enrichment and communication between students and

teachers, fellow students, group members, or students with other sources.

Therefore, the role of the instructor is to master the technique of finding

information on the internet, guiding students to find and find sites that are relevant

to learning materials, present material through the web that is interesting and
desirable, serving guidance and interesting web communication and interest,

providing guidance and communication via the internet, and other skills needed.25

f. Type application of online learning

According to Ima Frafika Sari (2020 there are some types of Platforms

used by teachers in teaching through online learning. Those are Edmodo,

wahatsapp group, seesaw, sway, zoom, email, google classroom, Schoology,

ClassDojo, Show My homework, Surveymonkey in-app surveys, SmartSurvey

and Blogs.

Edmodo is a global application in education to help learners with some res

ources needed. It was founded on all educators in this era (into the 21st century).

This application use for teachers, lecturers, students, and parents.

Whatshapp group it is about the text, video call, and voice message. Using

it, educators can be easy in online learning. WhatsApp also allows for messages a

nd calls on both desktop and mobile devices.

SeeSaw It is the application learning for English language or another in su

pporting students, teachers, lecturers, and families with remote learning.

Sway is a new app from Micros oft office in making learning more easily

with interactive reports, personal stories, presentations, and more. Besides, this ap

plication has many features in texting and picture It stars by adding your text and

pictures. Sway application is more modern and useful in educators

25
Haughey, M. dan Anderson, T. Networking Learning: The Pedagogy of the Internet. Montreal:
Cheneliere/ McGraw-Hill. 2005
 Zoom is an application provides in a video and web conferencing. Zoom

Webinars are a special feature with up to 500 attendees. The Basic Zoom Features

are with up to 500 participants, can be viewed at a later time, can use their

desktops during a webinar, and can allow the information about your attendees.

Email or electronic mail is webinar use used features in the Internet. It can

use to send and receive messages with an email address, anywhere in the world.

Google Classroom Is a mixed learning application that is done online and

can be used free of charge. Google Classroom is also a Google creation product

that is integrated with drive, Gmail, hangout, calendar, and YouTube and

calendar.

Schoology is one of the web pages with social web forms that have an

interesting strategy in combining subject matter knowledge with social networks,

making it easy to use. With schoology, the problem of learning is easy to access..

like studying in class

ClassDojo connects with teachers, students, and parents in classroom

communities. It can use for sharing the photos, videos, announcements, and Class

Story. Besides, that application can translate more 30+ languages.

Show My homework it is a learning platform for students at home. This

platform has many features that proper with students, teacher, and parents. In this

Application the students will be supporting with homework reports with good

quality and frequently when at home, then it is easy for online students.
 Surveymonkey in-app surveys it uses for the show in teaching and

learning, conferences, in retail stores, or even on the street. Using Surveymonkey

in-app surveys can help the teaching and learning process more effective in

creating something, managing, monitoring, and analyze. This app should not use

Wi-Fi, and then it can use in mobile device in learning.

SmartSurvey it is a simple form in the research project. Using it, can

create the data in reporting tools. It can use for business, government, students,

and collector data, etc. It can use for online collecting data.

Blogs It is the updated website for informal or conversation style with

goals by communities. Using a blog, the teacher can use it for sharing the material

in teaching and learning process. Moreover in English Language Learning, the

teacher can use it for sharing the material.

B. Relevant of Study

The study that is related to this research as follows:

The first research is Srihariyati (2020) an analysis of online English

learning in the covid-19 pandemic at senior high school, the research of result for

researcher this study was applied descriptive qualitative design. The technique of

analyzing data researcher used three steps, there are: 1) data reduction, 2) data

display, 3) conclusion/verification. The findings from the data analysis, teacher

give positive perception to online English learning, the process of learning

English is easier with online learning but online English learning cannot makes
the English process more effective in achieving the learning objectives. Students

also give positive perception to online English learning, the process of learning

English is easier with online learning and online English learning can foster

students’ independent learning attitudes but they found problems in implementing

online English learning, so that online English learning can not to be developed.

The second research is Nurhasnah (2020) A study of online English

learning models in the middle of covid-19 pandemic, The positive impact is that

students can study anywhere, anytime, without, any restrictions, space, time, and

place of study while the negative impact is that students find it difficult to

understand the material provided by the teacher or lecturer, unstable internet

networks, run out of internet quota, collection too fast a task. The online learning

models used during the Covid-19 pandemic are the google classroom application,

online meeting application (zoom), whatsapp, google classroom and whatsapp

application, google classroom and zoom application, google classroom

application, whatsapp and zoom. And good online learning is material that is

presented using a video or zoom application so that students can more easily

understand the material explained by the lecturer.

The third is Ima frafika Sari (2020), Online learning for English language

teaching, this research elaborated the definition of Online Learning and the online

learning application in English Language Teaching. The methodology of research

uses qualitative research in explaining the Online Learning Application for

English Language Teaching. This research is still lacking research in online

learning for English Language Teaching; therefore, it significant to be done. The

finding of the research is followed: First, online learning is the worldwide

technologies that use the web, e-mail, new groups and texts, audio, and video

conferencing. Online learning is always connected to the internet. It can use for

long-distance or not in one place. The students can use in certain conditions

“distance learning”.

The fourth is Yulia Firza Safira, Muhamad S ofian Hadi, & Zaitun (2021),

an analysis of English language teaching activities during covid-19 pandemic at

SMP Purnama Jakarta, this study was led to know the activities of English

teaching during the COVID19 pandemic at SMP Purnama Jakarta. This study

utilized a qualitative descriptive method, while the information assortment

methods utilized interviews, observation, and documentation. Interviews were led

with an English teacher who teaches at SMP Purnama Jakarta, while polls were

given to a few students at SMP Purnama Jakarta. The subjects of this investigation

were an English teacher and a few students at SMP Purnama Jakarta. The

outcomes show that learning during the pandemic is way different from the

regular learning (in-person) that was done before the COVID-19 pandemic. The

distinction that can be seen is that the instructional framework, which was initially

up in-person, turned out to be totally internet or technology-based by utilizing

Google Meet, Google Classrooms, WhatsApp, YouTube, and other applications.

The fifth is Minkhatun Nakhriyah1, & Muhammad Muzakky2 (2021),

Online Teaching Learning during Covid-19 Outbreak: Teacher’s Perception at

Junior High School of Fathimatul Amin Jakarta, Teaching and learning take place

outside the classroom through the application of technology. Next this study aims

to explore teacher’s views on the implementation of online teaching and learning.

This study used a descriptive qualitative citation. Thirty-three teachers

participated in this study. The questionnaire was made to investigate the teacher’s

perception. Based on the results it shows that teachers think teaching materials are

becoming more interactive through a variety of online teaching platforms such as

Zoom Google Meeting Google Class and WhatsApp. Then teleconferencing

improves teacher’s skills as well as their confidence as they can present teaching

materials and classroom activities creatively. That said teachers face a number of

challenges when teaching online. Firstly it is difficult for teachers to interact with

students because they tend to e passive during video conferencing. Then some

students have poor internet connection. Finally students lack motivation to study

such as frequent absences and late submission of assignments.

Previous research have similarities with this research is where they all use

media in education while online learning. However, this research is slightly

different from above research where this research online English teaching and

learning during pandemic covid-19 at junior high school 4 Ampek Nagari, there

are several differences from the research above, namely the online media platform

used during the teaching and learning process and researcher finding how teachers

carried out online learning activities during the covid-19 pandemic.

C. Conceptual Framework

This the research focuses on analyzing how the teacher’s and student’s of

online English learning in the covid-19 pandemic at junior high school.This online

learning of use Android computers, one of the applications needed by teachers an

d students during the online learning process. This study was conducted to

describe how teachers can teach in the English learning process using online
media, so that students can understand the online learning process during the

covid19 period.

In the middle of this pandemic, how teachers and students build good relation

ships when the online learning process is ongoing, especially in online learning , t

here is a learning group, of course the teacher must be able to provide supportive

lessons, especially when learning English so that students don't feel bored because

the government has provided facilities education so that teachers and students can

take advantage of the online learning system that has been provided by the gover

nment so that teachers and students can learn without boundaries of time and spac

e.

In the process of learning English at SMPN 4 Ampek Nagari in Covid-19, the

teacher uses several English skills that are often used, namely speaking and

writing. Online learning using a platform that is often used by teachers, namely

WahtsApp, because this platform students can understand using the application in

online learning. In this study, researchers also looked at how students responded

to online learning with the methods applied by teachers at the school.

English Learning

Online Learning
 Platform Online Learning

(WhatsApp)

The activity English

Teaching and Learning

CHAPTER III
RESEARCH METHOD
A. Research Design

This research design of this study has been conducted by using

descriptive qualitative research. According to Sugiyono that the research

method is basically a scientific way to obtain data with specific purposes

and uses26. According to Furthermore Raco stated that the research method

is a scientific activity carried out in stages beginning with the

determination of topics, data collection and data analysis. So that later

26
Sugiyono, Metode Penelitian Kuantitatif, Kualitatif, Dan Kombinasi, Bandung: Alfabeta,
2018, Hal. 3.
 obtained an understanding and understanding of certain topics, issues, and

symptoms27.

The method of the research is used qualitatif method. According t

o Fitrah and Luthfiyah that qualitative research is a research procedure

that uses descriptive data in the form of written or oral words from people

or actors that can be observed28. According to Sugiyono, Descriptive

research is research that is conducted to describe a variable, either one or

more variables (independent) without making comparisons, or variables

that are connected to one other variable. A descriptive qualitatif method

were used to examine queastion that can best verbally describing how

participants in a study perceive and interpret various asects of their

environment.

According to moleong “sumber data penelitian kualitatif adalah

tampilan yang berupa kata-kata lisan atau tertulis yang dicermati oleh

peneliti,dan benda-benda yang diamati sampai detailnya agar dapat

ditangkap maknanya yang tersirat dalam dokumen bendanya”(the source

of qualitatif researchdata is appereance of word spoken or written

observed by the researcher,and the object is observed in detail to to capture

the meaning implied in the document)29.

Clearly, the writer in this study will do some aspects of research

analisys as a measure of the final result.Which means that the data is

obtained by using qualitaif method and it will be analyzed in order to see

27
J. Raco, Metode Penelitian Kualitatif: Jenis, Karakteristik dan Keunggulannya, Jakarta:
Grasindo, 2013, Hal. 2.
28
M. Fitrah and Luthfiyah, Metode Penelitian: Penelitian Kualitataif, Tindakan Kelas and
Studi Kasus, Sukabumi: CV Jejak, 2017, Hal. 44
29
Maeleong, Metode Peneltian Kualitaif, Bandung: PT Remaja Rosdakarya, 200
 the significance of the research. In this research,the researcher this online

English teaching and learning at junior high school 4 ampek nagari during

pandemi covid 19.

B. Research Place and Time

The study will be conducted on November 2021 at the SMPN 4 A

mpek Nagari. The reason for choosing this school becauce this school is

online learning during the Covid-19 pandemic.

C. Data Sources

1. Data

In this study, in the form of descriptive text about online English

teaching and learning at junior high school 4 Ampek nagari during

pandemic covid-19 which the the authors obtained from observations,

interviews and documentation.

2. Data sources

Data sources are all things that can provide information about data.

There are two sources of data in this study, namely primary data and

secondary data. Primary data comes from resource persons, namely

teachers who teach English in SMPN 4 Ampek Nagari. Secondary data

in this study are in the form of archives, written data and documents

that are used to strengthen the data that has been previously obtained.

D. Instrument of Research
 In this study, researcher collected data by using interview where

the researcher adopts the Yulia Firza and all, (2021) in the journal title is n

analysis of English language teaching activities during covid-19 pandemic

at SMP Purnama Jakarta. In this research, the instruments that the

researcher used are interviews, observation, and documentation. The

interview subject is the English teacher. The observation is conducted on

eight grade students. Meanwhile, the documentation is taken by record and

handwriting while interviewing the teacher and some pictures.

Table 1.1

Blueprint Instrument of Research

N VARIABLE SUB VARIABLE ITEM

o
1 English online Teachers Preparation 1, 2, 3

teaching and Teaching activity 4, 5, 6

Assessment 7.8
Learning
Pupils Preparation 9

Learning materials 10

Facility Network 11
Media 12,13
Online WhatsApp 14,15,16,17

platform
English Skill Speaking, reading, writing, 18, 19, 20
listening
 E. Technique of Data Collection

1. Observation

According to Sugiyono, observation is a complex activity, a

process that is assembled from various biological and psychological

processes. Observation techniques are carried out when it is related to

human behavior, work processes, natural symptoms and if the observed

respondents are not too large30. According to Sugiyono, in this study,

researchers used non-participant observation where the researcher was

not directly involved with the subject's activity being observed, but only

as an independent observer31. According to Sugiyono, observations taken

are structured observations, where observations are designed

systematically about what will be observed, when and where it is32. The

research of observation the teachers teaching and online learning English

in the class.

2. Interview

According to Sugiyono, an interview is a meeting of two people to

exchange information and ideas through question and answer, so that a

meaning can be built in a topic. Interviews are used as activities in the

context of collecting data if a researcher wants to conduct an initial

study to find the problem to be researched, and also if the researcher

wants to know more about the respondents' things33.

30
Sugiono.Metode Penelitian Pendidikan Pendekatan Kuantitatif,
Kualitatif,danR&D.2013.hal.145

31
Ibid.145
32
Ibid.145
33
Ibid.231
 The type of interview conducted in this study is structured

interview, meaning that the interview uses interview guidelines that are

systematically structured for data collection.

3. Documentation

According to Sugiyono, The documentation technique is a tool for

using data collection techniques through interviews in qualitative

research types34. Documentation is used to gather information about

problems in research so as to increase evidence of an incident.

Documentation data collection is carried out during interviews and

observations, aiming to provide reinforcement to research. In this

study, the documents needed related to the online English teaching and

learning at SMPN 4 Ampek Nagari , the data could be in the form of

photos when the teacher was teaching online and other documents that

support the research. This data is used to complement previous

incomplete data or as supporting data.

F. Technique of Data Analysis

In analysis the data, researcher used the theory of Miles of Hubarman &

Saldana, suggesting that the activity in data analysis consists of there proc

edures. Bellow the details of the theory are shown in the chart a follows:

1. Data Reduction

Data reduction is the process of selecting, focusing, simplifying,

searching for themes and patters neglecting needed. In this step, t

34
Ibid.240
 he researcher focused on online English teaching and learning at

junior high school 4 Ampek Nagari during pandemic covid-19.

2. Data Display

The data display phase is done in the form of a short description

using original text, which can be also in the form of graphs, matri

ces, and chars. In the second step, the researcher will present the d

ata by simplifying the data by using original text in the form narra

tive text.

3. Conclusion / verification

In the last step of analyzing data conclusion. The researcher conc

lude the main points from all the data that has been collected, so t

hat become clearly. The conclusion will be an answer the formula

tion of problem in the beginning.