Professional Documents
Culture Documents
Revisi Skripsi
Revisi Skripsi
By:
Ardi Pangestu
(RRA1B2170170)
Jambi University
2021
Pre-service English Teachers in Teaching Online English
By:
Ardi Pangestu
(RRA1B2170170)
Jambi University
2021
ii
TABLE OF CONTENTS
TABLE OF CONTENTS.........................................................................................................iii
Approval.............................................................................................................................v
CHAPTER I..........................................................................................................................1
INTRODUCTION..................................................................................................................1
1.1 Background of the study..........................................................................................1
1.2 Research questions..................................................................................................3
1.3 Purposes of the research..........................................................................................3
1.4 Limitation of the research........................................................................................3
1.5 Significances of the Research...................................................................................3
1.6 Definition of key terms.............................................................................................4
CHAPTER II.........................................................................................................................5
REVIEW OF RELATED LITERATURE......................................................................................5
2.1 Online Learning........................................................................................................5
2.2 Online Learning Implementation..............................................................................5
Asynchronous.............................................................................................................6
Synchronous...............................................................................................................7
2.3 Advantages of online learning..................................................................................7
2.4 Disadvantages of online learning.............................................................................8
2.5 Online learning platform..........................................................................................9
2.6 Previous study........................................................................................................10
CHAPTER III......................................................................................................................13
RESEARCH METHODS.......................................................................................................13
3.1 Research Design.....................................................................................................13
3.2 Research Site and Access.......................................................................................14
3.3 Participants............................................................................................................14
.3.4 Data Collection Techniques...................................................................................14
3.4.1 Interview.........................................................................................................14
3.5 Instrument of data collection.................................................................................15
3.5.1 Interview Protocol...........................................................................................16
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3.6 Trustworthiness.....................................................................................................17
3.7 Data Analysis Technique.........................................................................................18
1. Organizing and preparing data for analysis..........................................................18
2. Reading through all data......................................................................................19
3. Coding..................................................................................................................19
4. Interrelating Themes and description..................................................................19
5. Interpretation.......................................................................................................20
BAB IV..............................................................................................................................21
FINDING AND DISCUSSION...............................................................................................21
4.1 Finding and Discussion...........................................................................................21
4.1.1 Pre-service teacher in teaching online English Learning..................................21
4.1.2 Problems and solutions in teaching online English learning during the Covid-19
Pandemic..................................................................................................................31
BAB V...............................................................................................................................35
CONCLUSION AND SUGGESTION......................................................................................35
5.1 Conclusion..............................................................................................................35
5.2 Suggestions............................................................................................................37
References.......................................................................................................................39
Appendix 1.......................................................................................................................44
Letter of Permission.........................................................................................................44
Appendix 2.......................................................................................................................48
Interview Protocol............................................................................................................48
Appendix 3.......................................................................................................................53
Picture and Graphic..........................................................................................................53
iv
Approval
v
CHAPTER I
INTRODUCTION
human health. Because of the danger of covid-19, there are many things that we
must obey to avoid and protect our health from this outbreak, one of which is to
and forces teachers and students to use online instead of conventional learning.
to the Covid-19 pandemic, the learning method changed to online learning. This
problem requires students and teachers not to interact and carry out face-to-face
method can overcome this problem because online learning provides benefits for
implementing virtual learning, which does not need to be done in the classroom.
According to Dhawan (2020), online learning can be a cure for the learning
system in the Covid-19 pandemic due to its accessibility and affordability. Online
1
learning offers easy accessibility and affordability for teachers to conduct virtual
guarding students' and teachers' health during the Covid-19 pandemic; on the
also has disadvantages such as internet issues, low motivation, improper devices,
boring, etc. Because of that, teachers need to be aware of the online learning
Before doing online learning during the Covid-19 pandemic, English pre-
service teachers were provided with some courses that learn about the usage of
not teach about how to carry out and control the class online. In which the
problem will affect the teacher's ability to teach a lesson in the online class.
looking for English pre-service teacher problems and how pre-service English
2
1.2 Research questions
1. .What do Pre-service English teachers do in teaching online English
English for EFL classes during online learning in the Covid-19 pandemic?
teachers who already have experience teaching online learning during the Covid-
19 pandemic.
learning implementation during the covid-19 pandemic. The researcher also hopes
this research can be a source of information for other researchers interested in the
same field.
3
To avoid misunderstanding of the key terms used in this study, the key
Pre-service teacher
Online Learning
4
CHAPTER II
institution to reduce the spread of the Covid-19 virus and maintain the safety of
(2020), online learning refers to a learning environment that needs to use the
internet, video, audio, and software to make an online class. According to Rahayu
(2020), online learning is a learning situation where students and teachers teach
and learn from the home and use technology to conduct a virtual class.
students and teachers flexibly in a virtual world. Moreover, online learning in the
Covid-19 pandemic focuses on providing safety classes for teachers and learners.
5
Implementation of learning is the action of the steps that are arranged in the lesson
plan. According to Cintiasih (2020), the teacher makes a simpler lesson plan in
during a pandemic, the time and material taught are less and simpler.
Online learning has various types, which types must suit the needs and
Asynchronous
According to Steve (2020), Asynchronous is a type of online learning that
students are facilitated with material, task, and time to finish the task. This type
does not have class meeting time where asynchronous is suitable for a busy and
with a delay time between teacher stimulus and the student’s response. It can also
by the teacher.
6
Synchronous
Synchronous is a type of online learning that enable teacher and students
and teacher simultaneously using online forms like online chat and online video
meetings. Based on Yulia (2020), Synchronous refers to the learning process uses
to link students with learning resources such as teachers and materials where
learning. According to Yulia (2020), online learning has the benefit of preventing
the spread of Covid-19. Based on Priyanka (2020), online learning has some
classes and students' easy access to the material. According to Backzek (2020),
7
2.4 Disadvantages of online learning
Despite the advantages, online learning also has weaknesses when applied
in the education field. Various studies also explain that online learning poses
online learning such as online learning makes students boring, lack of interaction,
online learning does not give much time to explain and suggest, it less effective
activities such as cheating, plagiarism, the ease of copy-paste from other's work.
learning are; technical issues like unstable internet connection and error in the
distraction from the environment, lack of attention from the students to toward
teacher.
and unstable internet connections are the problems in online learning. Knowing
the disadvantages of online learning allow teachers to know what solutions are
the disadvantages of online learning can reduce the problems that occur in online
classes.
8
2.5 Online learning platform
The platforms for carrying out online learning can be of various kinds.
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English teachers to examine and explore the four English skills through
group, give the student time to understand the material, and finally checking
Several previous studies were used to enrich the information. On the other hand, a
According to Allo (2020), the research title was online learning good amid
learning amidst the Covid-19 pandemic and problems in online learning. The
method Allo used was the qualitative method. The research’s subject was the
learners of the English study program of UKI Toraja. The instrument was a semi-
Furthermore, the data source was taken from interviewing the participant’s
opinions towards online learning. After that, he categorized the data and analyzed
them in descriptive explanation. At the end of the research result, the researcher
reveals that the learners have a positive attitude toward online learning and give
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lectures on the learner’s conditions, especially financial ability, internet issues,
online learning during the Covid-19 pandemic period and analyzed teachers'
support, and teachers' motivation. This study used a qualitative research design.
Data were then collected through surveys and semi-structured interviews. The
researcher used Google form to collect the data for surveys, and interviews were
represent elementary school teachers who teach in online learning. They asked to
create an online learning situation that matches students' needs and backgrounds.
Besides, this research represents that creating successful online learning needs to
Lestinawati (2020), discussed online learning with the title Strategies and
problems faced by the teacher in an online class. This research used three
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combining both methods in conducting an online class. This research was used
In finding the data, she used two instruments: online questionnaires and
interviews by utilizing Google form as a medium to get the data. This research
showed that the most used platform in conducting online learning was WhatsApp.
She used WhatsApp because it is a free application that takes less quota internet.
The other result also shows the problems in online learning. They are school
Based on the previous study mentioned, each of the studies done in 2020
indicated that online learning in the educational field massively began. The result
of the previous study can be information for the researcher because the researcher
also conducts this research in 2020, which is still the same as the previous study.
The results of the previous study from the other research were almost the same. In
each of the studies mentioned above, online learning problems have different
difficulty capacities due to the difference in the place and subject of the study.
Moreover, the difference between the previous studies to my research lies in the
subject, where the subjects of this study are pre-service English teachers with no
much experience.
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CHAPTER III
RESEARCH METHODS
This chapter deals with the research method, which provides research design,
research allows the researcher to take the data into objects directly in the actual
Then, to deliver the findings and the results of this research used
research involves actual data. In addition, the researcher used descriptive research
because it is matched with the intention of this research to get the data naturally.
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3.2 Research Site and Access
The research site of this study was in one of the universities in Jambi that
had a teaching practice program to teach online classes. The researcher made a
this research. But, this research was conducted online because the covid-19
pandemic did not allow the researcher to go directly to the field. Then, in
collecting the data, the researcher used WhatsApp to interact with the participants.
3.3 Participants
Before this research was done, the researcher decided six pre-service
conducting interviews with all participants, the researcher took three pre-service
teachers to participate in this research. The criteria for selecting participants were
visual material. Meanwhile, this study only used interview instruments to collect
3.4.1 Interview
According to Lambert (2008), an interview collects information and data
to Anozie (2020), interviews are divided into four types such as structured
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interview, unstructured interview, semi-structured interview, and focus group.
semi-structured interviews enable the researcher to add or discard the question list
participants.
teachers do in teaching online English learning and the problem and solutions
faced in teaching online learning. Firstly, before conducting the interview section,
interview. After that, the researcher did an interview scheduled with the
participants according to their free time. Along the interview process, the
questions made by the researcher. However, the researcher also added and
run well, the accuracy of instrument selection is one of the essential things for
conducting research. Then, this study used one way to collect the data, namely,
15
interview. In conducting the interview process, the researcher made an interview
protocol.
protocol to make it easier for the researcher to carry out the interview process.
Then, interview guidelines are used as guidance for the researcher to interview the
participants. Meanwhile, the researcher also used supporting items such as audio-
recording from handphones to help the researcher record the participants' ideas
questions prepared for the participants. Then participants needed to answer the
questions list during the interview process. The questions were related to how pre-
service teachers teach online learning during the Covid-19 pandemic and pre-
service teachers’ problems and solutions in teaching online learning during the
Covid-19 pandemic. The list of themes and amount of questions was stated below
a. Synchronous
b. Asynchronous
5. Reflection 15-17(RQ1)
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6. Problem faced by pre-service teacher 18-20 (RQ2)
7. Solution 21 (RQ2)
3.6 Trustworthiness
According to Elo (2014), trustworthiness aims to support the truth in data
search. Based on Mecarisce (2020), valid data has conformity between the data
reported and the data in the field. Besides, Trustworthiness aimed to prove and
test the data obtained from the field whether the data obtained was valid or data
purpose of the member check is to check the data obtained by the participants’
research to report the data as desired by the participants. The first step in
transcripts. Then, the researcher gave the participant the freedom to make changes
if a sentence was not under their desire. The participants could also add
information if there is data that has not been submitted during the interview.
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3.7 Data Analysis Technique
In analyzing the data, the researcher used the Creswell technique to
analyze the data from the participants. According to Creswell (2009), the steps are
transcribing interview audio recordings and other sources. In this research, the
first stage that the researcher did was compiling and preparing the data. After that,
the second step was organizing the data, which in this case, the researcher
transcribed the interview recording. Thus, the researcher did validation data
through member checks. In this case, the researcher gave the data to the
participants to check the correctness of the data result before conducting further
steps. Member checking allowed the participants to decrease or add data until
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2. Reading through all data
According to Creswell (2007), reading all data is an activity to read all the
data obtained to understand the information. At this stage, the researcher read all
the data obtained from the interviews and member checks repeatedly until the
3. Coding
According to Creswell (2007), coding is a process of labeling data in which
data labeling can be done by hand and computer. In this phase, the researcher was
helped by Nvivo software to conduct the coding data process. Therefore, below
are the steps have been done by the researcher along conducted the coding data
1. The first step was to read all the data and highlight the data or transcribed
2. The second step was to import the interview transcribe to the Nvivo
software
3. The third step was making code in the Nvivo software based on the
themes
4. The fourth step was to put the participants’ answers in the transcribe into
the theme
5. The fifth step was to create graphics and percentages based on the result
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Description helps present accurate information about participants, places, and
phenomena. In this research, the researcher described the themes and the marks
used as discussions in this research. Then, the next step was comparing the results
5. Interpretation
According to Creswell (2009), the interpretation phase is a phase to
understand the data. In this step, the researcher interpreted all existing data to
understand and answer research questions. Then, after getting the answers to the
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BAB IV
online learning during the covid-19 pandemic and how pre-service teachers
is not done face-to-face and uses devices like handphones or computers connected
to the internet to link teachers and students in the online learning process.
(“So online learning was an online learning carried out using tools using
learning media such as applications that can help students and teachers
become connected, connected to each other so that there is an interaction
between them”)
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Then one of the points in the letter’s Minister of Education and Culture is
to emphasize the spread of the coronavirus and maintain the safety of teachers and
students from the spread of the virus so that online learning needs to be done. The
researchers discussed with the interviewees. The function of online learning not
only to carrying out the learning and teaching process during the pandemic.
Online learning also serves as a way for teacher’s support toward the
participant 1 below:
and online learning is also a discussion to find out the pre-service teacher's
P1: ”dalam situasi pandemi, proses belajar kita tidak terlalu lama… tidak
sebanyak saat kita mengajar di pembelajaran konvensional”
P1: (“in a pandemic situation, our learning process was not too long…not
as much time as when we were teaching in conventional learning”)
P2: ”Secara konvensional, kita bisa mengetahui bagaimana kondisi siswa,
memperhatikan atau tidak. Sedangkan pembelajaran online kita tidak bisa
mengetahui kondisi siswa dan pemahaman siswa.”
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P2: (” in the conventional, we could know what condition the student was
in, pay attention or not. While online learning we cannot know the
condition of the student and student’s understanding.”)
P3: (“In the conventional learning used book and whiteboard, then for
online learning use Google meeting or zoom”)
process, they have been provided with courses related to conventional learning
and teaching processes. However, in the current COVID-19 pandemic, they were
following the current state of education. However, based on the results of a study
program, a pre-service teacher had supplied subjects for them to teach using
There were two courses that help them to carry out online learning. The
first was the TELL course. According to participant 1, TELL courses were quite
helpful for pre-service teachers to teach during online learning. The following is
23
understand the use of platforms that can be used to teach in online learning. As
stated by participant 3:
“Ya, ICT… membantu, jadi saya bisa memahami platform yang bisa kita
gunakan untuk mengajar secara online.”
(“Yes, ICT… it was helpful, so I could understand the platforms that we can
use to teach online.”)
The two things above were preparations from the campus, especially the
use to conduct learning. Aside from that, the pre-service teacher also prepares
several things before implementing the online learning process. The preparations
making attendance.
1, their preparation before teaching was to make a lesson plan based on the
“Ya, kami disuruh menyiapkan rencana pelajaran. RPP kami buat sendiri,
tapi kami masih diberi contoh RPP dari guru pembimbing.”
(“Well, we were told to prepare a lesson plan. We made the lesson plan
ourselves, but we were still given an example of a lesson plan from
supervising teacher.”)
materials. Learning materials created for teaching are packaged into PPT format.
"I prepare the material to teach, and it can be in the form of a ppt."
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The next preparation made by the pre-service teacher is informing the
the teacher creates a Google meeting link and student attendance, and then the
link wass shared to the WhatsApp group 10 minutes before the lesson will start.
‘menyiapkan link zoom atau link google meet baru saya menyiapkan
absensi dan kordinasi di grup whatsapp kalau misalnya jam pembelajaran
akan dimulai dalam 10 menit.
("Set up a new Google meet link. After that, I prepared attendance and
coordination in the WhatsApp group such as learning hours would start
in 10 minutes.")
The next discussion that becomes a concern in this research is the online
learning. However, before teaching, the pre-service teacher determined the criteria
access, there was no time limit, and it did not burden students. As delivered by
"…tidak ada batasan waktu dan.. juga lebih mudah dijangkau… Saya
memiliki kriteria tertentu yang dapat diakses oleh semua siswa dan tidak
membebani siswa."
("…there was no time limit and…easier to reach… I had certain criteria that
can be accessed by all students and do not burden students.")
Then, after deciding the platform criteria, the pre-service teacher used a
platform that matches the criteria described above. The platform used by the pre-
service teacher is divided into three platforms, namely Google Meeting, Google
25
Classroom, and WhatsApp. The following is an explanation from participants 2
P2:”…kalo whatsapp semua siswa punya whatsapp jadi saya punya kriteria
tertentu yang bisa diakses semua siswa…”
P3:” kami lebih sering menggunakan Google Meet karena waktunya tidak
terbatas”
P3: (” we used Google Meet mainly because the time was not limited”)
function. Functions that are utilized from the platform such as to teach, contact
said:
P2: “kalo untuk kumpulin tugas bisa di WhatsApp dan satu lagi google
classroom.
P2: (“to gathered the assignments we used WhatsApp and another is Google
classroom.”)
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4.1.1.2 The way pre-service teachers implement online learning
The next discussion is online learning implementation. In this discussion,
teaching. The first thing to implement learning is to know the duration of the
teaching time. For the duration of teaching time, the pre-service teacher was given
matter:
“kita cuman dikasih waktu itu tu, basically kalo cuman untuk
menerapkannya cuman 20 menit”
always join online classes. The task of the supervising teacher is to supervise the
by participant 1:
Then, the first steps taken by the pre-service teacher when carrying out
online learning are checking students’ attendance and greeting students. The
“Di awal itu kami nyapa student dan memeriksa absen siswa”
does is provide and explain the material to be taught. Pre-service teachers were
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assisted with teaching media such as PPT to deliver the learning materials. The
P1: “when checking student’s attendance done, then we taught the student.”
Then the last step is closing. In the closing pre-service activity, the
teacher made a question and answer session. On this occasion, the teacher gave
questions such as quizzes to students. And students are also allowed to ask
“Kalo closing sih kami cuman nanya , students sejauh ini apa yang mau
ditanyakan, juga offer question to students, seperti ngasih pertanyan
pertanyaan quiz”
" In the closing, we asked the student, what students have so far wanted to
ask, also offered questions to students, like giving the quiz."
For the methods used during the teaching process, the pre-service teacher
direct interaction between student and teacher simultaneously using online forms
like online chat and online video meetings. The synchronous discussion is also the
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subject of interviews conducted for each participant. This opinion is related to
what was stated by participant 1 that the definition and model of synchronous
learning is a learning method using a platform that allows direct interaction. And
also the platform used for the implementation of the synchronous method is
“kalo synchronous kita kan pakek google metting yang mana interaksnya
secara langsung”
carry out the online learning process. This reason is that the supervising teacher
directs them to participate more directly. After all, the synchronous method
provides more experience for pre-service teachers. The following is a quote from
Asynchronous is a type of online learning that proposes online learning does not
material, task, and time to finish the task. Following this theory, the asynchronous
learning method, according to participant 1 was also used to provide students with
participant 1 bellows:
29
“Kalo asynchronous ya kita juga ada pakek wa, cara nginfokan siswa tentang
jadwal atau ngeshare materi yang udah diajarin”
service teachers. For asynchronous learning method that takes more control of
reflection. Reflection was carried out after the learning process was done. In the
pre-service reflection activity, the teacher discusses and corrects their learning
process with their friends and supervisor. However, for a more intensive
“Did the reflection with friends personally, for example, we discussed the
learning process, when we made a mistake, we had a lack or not. Well, for
that matter, it was corrected with a teammate.”
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kita kendalanya dimana, terus ibunya ngasih tau bagusnya gini dan
nyemangatin kami melalui masukan-masukan”
"For the whole learning process that reflects, assesses, evaluates, it was
supervised teacher’s task... then the supervised teacher asked is there any
problem, give solution such as this one would be good and encourage us
through inputs.
how the pre-service teacher overcomes these problems. Firstly, the problems
Covid-19 pandemic. Based on finding in this research, the researcher found that
The first problem is the internet connection. This problem occurs because
some students are difficult to connect to online discussion rooms due to unstable
because the pre-service teacher should be waiting for the students to enter the
students not responding to the teacher, students being late to enter the google
the Google meet, and students leave the class when the learning process runs. As
P2: saya mengalami kendala dijaringan karna siswa itu kadang misalkan,
saya sudah kirim link siswa itu ngga bisa masuk dan juga misalnya udah
masuk saya Tanya tapi tidak merespond karena kata dia jaringan bermasalah
dan juga kadang siswa keluar pas lagi saya jelasin materi
P2: problems on the network student, for example, I have sent a link to
student and they could not enter the room then, I asked but didn't get
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respond because he said the network had a problem and also student got out
of the room when I explain the material
P3: “Yang pertama jaringan siswa terkadang tidak berjalan dengan baik,
terkadang mahasiswa terlambat mengikuti google meet”
P3“The first is that the student network sometimes not run well, sometimes
the students getting late for joining the google meet.”
problems such as student's internet connection, students who cannot take lessons,
or students who are not responsive when carrying out learning is by giving the
P2: “nah jadikan banyak siswa yang partisipasinya tidak aktif dan kita tidak
bisa mengecek pemahaman siswa saya biasanya membagikan bahan ajaran
berupa ppt selama masa pembelajaran online diakhir pembelajaran agar
siswa bisa belajar mandiri dirumah.”
P2: “lot of students whose participation was not active and we could not
check students' understanding I was usually share teaching materials in the
form of ppt after the lesson done so that students could study independently
at home.”
P3: untuk yang jaringan ilang timbul itu tadi kami biasanya ngasih materi
ulang yang ga ikutan di Google meet tadi supaya bisa belajar lagi digrup
WhatsApp tadi.
P3:" for the unstable network, we used to give re-materials to student didn't
participate in the Google Meet, so that they could learn again in the
WhatsApp group."
“I had experience teaching in not conducive class, students did chit-chat out
of lesson context
the class by asking the students to calm down first by appointing them to
32
participate in the learning process. Another solution was to ask for help from the
P1: “kalo kondisinya nggak kondusif atau nggak menghargai ya, saya minta
tolong guru tuk langsung turun tangan untuk mengkondusifkan siswanya.”
P1: (“If the situation is not conducive or not respectful, I ask the teacher to
intervene immediately to make the students conducive.”)
P2: “ketika kelas tidak kondusif, saya minta mereka untuk tenang dulu, terus
ngatasinnya dengan cara menunjuk mereka untuk berpartsipasi di proses
pembelajaran
P2: (“when the class was not conducive, I asked them to calm down, then to
solve that by appointing them to participate in the learning process)
The third is students who are not active when doing online learning. The
“Ada siswa yang aktif dan tidak aktif, untuk yang tidak aktif ini kita engga
tau kenapa mungkin bantu orang tua, ketiduran atau emang siswanya ini
males. Kesulitannya itu encourage siswa yang ga aktif.”
(“There were students who active and inactive, for those who are not active,
we don't know why maybe they help their parents, and they fall asleep or
these students are lazy. The difficulty is in encouraging students who are not
active.)
As for participant 3's way to overcome this problem, the method used was
the question and answer method to students, which is helpful for increasing
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Based on the researcher's explanation, each participant faced three
problems while implementing online learning. Those problems are the internet
decrease. To overcome those problems, each participant used the solution based
on the problem faced. Those solutions send the material that has been learned to
WhatsApp group, asking students to be calm down, asking help to the supervised
teacher to make students conducive, and delivering questions for the students to
BAB V
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5.1 Conclusion
During the COVID-19 pandemic, there was a change in the way of
teaching in the education system. The change is the transition from conventional
face learning that requires devices and internet connections to connect teachers
and students to carry out learning through a learning platform. Then, online
learning is used to continue the learning process during the COVID-19 pandemic.
In addition, the implementation of online learning is one of the supports for school
residents regarding the decision of the minister of education about suppressing the
spread of the coronavirus and maintaining the safety of students and teachers.
Then, there are differences between conventional learning and online learning.
These differences are in the interaction, duration of teaching time, and teaching
media.
conduct online learning are Making lesson plans, making learning materials,
preparing teaching media, creating online class links, informing students' learning
schedules. Then, the researcher discussed the preparations that need to be made
Then based on the results of the discussion, there were several platforms
used to carry out online learning, namely Google meeting, Google classroom, and
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because each platform matched the pre-service teachers' criteria, such as there is
no time limit, does not burden students, and is easy to access when used. In
implementing online learning. As for the Google meeting, it was used to deliver
material and interact with students directly. The WhatsApp platform has two
functions, namely informing students about the learning schedule and the media
for collecting assignments. The last platform was Google Classroom, which has
using ppt and videos, and giving questions and answers in the closing. Besides,
when implementing online learning, the supervising teacher supervised the pre-
service teacher during the teaching section. Then, based on the information
obtained from the participants. The place where they carried out online teaching
used two learning methods, were asynchronous and synchronous. However, the
method that pre-service teachers used more often was synchronous. And the use
After the learning process was done, the pre-service teachers carried out
reflection activities. The activities included discussing with teammates about the
learning process. Besides that, the supervised teacher also helped them to carry
36
teacher included providing input and suggestions, assessing and evaluating the
entire learning process that the pre-service teacher has carried out.
The discussion that was discussed in this study about pre-service teachers'
problems toward online learning and how they overcome these problems. The
problems that arose were the instability of students' internet connections, students
who were not active while studying, late students, and students who did not take
lessons in class. Then, these were solutions from the pre-service teacher to
overcome the problems such as by re-giving the material in the WhatsApp group,
Based on the discussion above, it can be concluded that the two research
5.2 Suggestions
Based on the results of the discussion and conclusion that the researcher
on the previous page has explained. Researchers suggest the following things:
37
methods with a larger scale of participants, where quantitative research
results with a larger scale of participants make it possible to get a more
general and clear picture and results of the online learning
phenomenon. Because in this research only 3 participants were
participating, it can not give general results.
References
38
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42
Appendix 1
Letter of Permission
43
Participant 1
44
Participant 2
45
Participant 3
46
Appendix 2
47
Interview Protocol
availability via WhatsApp. After that, the researcher offers two kinds of ways to
carry out the interview. The first way is to use virtual communication service
providers such as Zoom and WhatsApp. The second way is making a schedule to
20-45 minutes.
I have read the attached information letter which explains the research about Pre-service
teachers in teaching online English Learning during the Covid-19 Pandemic
(Please tick the following boxes to indicate you have read and understood the attached
information letter)
☐ I understand that all the information gathered will be kept strictly confidential and that
my name and any identifiable information will not be included in any reports.
(Please tick one of the following boxes to indicate whether or not you agree to take part):
Name:
48
Did SMP Negeri 11 follow government regulations for conducting online
learning?
sebelumnya?
online?
Are there any courses that guide you to carry out online teaching?
7. Apa saja persiapan yang anda lakukan sebelum mengajar di kelas online?
49
Before you decide what platform to use when teaching online classes, do
secara online?
12. Apakah anda menggunakan alat bantu atau media pembelajaran selama
implementation process?
During the learning process in the online learning period, did you use the
50
Do you carry out reflection after implementing online learning? Reflection
16. Apakah anda telah merasa puas dengan kualitas anda sebagai guru untuk
Are you satisfied with your quality as a teacher in teaching online classes?
17. Kemampuan apa yang perlu anda tingkatkan untuk mengajar di masa
pembelajaran online?
What skills do you need to improve to teach in the online learning period?
18. Sebagai seorang guru yang masih belum memiliki banyak pengalaman,
permasalahan apa yang anda hadapi sebagai seorang guru selama proses
pembelajaran online?
19. Selama pengajaran bahasa inggris secara online, skill bahasa inggris apa
What English skills are difficult for English skills during online English
teaching and not difficult to apply in an online English class during online
English teaching?
20. Apa kesulitan yang dialami peserta didik selama proses pembelajaran
online?
pembelajaran online?
51
How do you solve problems that arise during online learning?
Appendix 3
52
Platform Type of platform Categorization
WhatsApp Synchronous Instant Messaging, VoIP
, Asynchronous
53
Figure 2. Creswell (2009)
54
55