A RESEARCH PROPOSAL

AN ANALYSIS OF TEACHERS STRATEGY ON ENGLISH ONLINE

LEARNING CLASSES DURING COVID-19 PANDEMIC

By :

AHMAD SYARIFUDDIN HIDAYATULLAH

STUDENT NUMBER : 1801071002

TARBIYAH AND TEACHER TRAINING FACULTY

ENGLISH EDUCATION DEPARTMENT
STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO
1443 H/2021 M
 CHAPTER I

INTRODUCTION

A. Background of the Study

The Coronavirus Disease (COVID-19) outbreak has spread rapidly
to all around the world, has an influence on human life, including the
education system. The virus, which began to endemic on December 31,
2019 in the city of Wuhan, China, is currently spreading to almost all
corners of the world very quickly, so WHO on March 11, 2020 declared
this outbreak a global pandemic. The complexity of handling this outbreak
has made world leaders implement super strict policies to break the chain
of the spread of COVID-19. Social distancing is a tough choice for every
country in implementing policies to prevent the spread of COVID-19.1
In the midst of the Covid-19 pandemic, the education system in
Indonesia experiencing changes. Minister of Education and Culture
Nadiem Anwar Makarim instructed to implement an online classroom in
the face of Covid-19 outbreaks. Teachers apply online classes in carrying
out teaching and learning process. Students are not allowed to come to
school for class activities, but they have to study at home. Students must
open internet to study and study the material and assignments given by the
teacher. To overcome these problems, schools must create a new
management system in support the school system. They have to make new
rules related to implementation of the school system from home and work
from home.
This is a challenge for all teachers, especially English teachers
because language is a science that requires mastery of four skills. learn
English can be defined as mastery of the four skills. According to Richard
& Schmidt, the study of the practices and procedures used in teaching, and
the principles and beliefs that underlie them.2 The four language skills are
listening, speaking, reading, and writing. The four skills are categorized
1
Yuliana. Corona Virus Disease (Covid-19); Sebuah tinjauan literatur. Wellness and
Healthy Magazine, 2020. 2(1), h 187-192.
 into two categories, namely speaking and writing are called active or
productive skills, while reading and listening These are called passive or
receptive skills. Mohan explains that, in separate skills approach, mastery
of discrete skills, such as reading and writing, or reading and speaking are
considered the key to successful language learning and language learning
is usually separated from content learning.3
Dick & Carrey stated that Teaching could be interpreted as getting
content from the text into the heads of learners in such a way that they
could retrieve the information for a test.4 several components learning
strategies include teaching objectives, teachers, students, subject matter,
teaching methods, teaching media, and administrative and financial
factors. In this time the service team focused on the methods and media of
language teaching English online. These components still need to be
solved so that teaching and learning activities run fun and provide
maximum benefit for students.
The problem of teaching strategies is also directly related to
students' motivation in participating in the learning process. Motivation to
learn a foreign language has a major impact on student learning outcomes.
From the results of observations and initial interviews with partners,
partner teachers mentioned that online learning worsens student
motivation because students often feel bored and cannot concentrate on
listening to lessons by just sitting in front of a laptop screen or mobile
phone. English which from the beginning was considered a difficult
subject by students became increasingly difficult during online learning.
Thus, any changes in the education system that aim to increase teacher
motivation must also have a direct impact on increasing student
achievement. It seems that, in the face of this pandemic, the teaching

2
Richards, Jack C and Richard Schmidt, Longman Dictionary of Language. Teaching and
Applied Linguistics, 3 rd. Ed., London: Pearson Education. Limited, 2002. p.330.
3
S. M. Sanzana Rahman, Aklima Akhter, SKILLS TEACHING IN ESL CLASSROOM:
DISCRETE VS. INTEGRATED, BRAC University Bangladesh, 2017. 5(4). p.32-33.
4
Walter Dick, Carrey, The Systematic Design of Instruction, Florida State
University,1985. p.12.
 techniques of teachers when teaching online need to be adjusted so that the
teaching and learning atmosphere becomes fun so that learning motivation
also increases.5
The use of Internet and applications that are supported to
contribute to the teaching and learning process are inevitable. Currently,
many educational institutions use the internet media in learning activities
called E-Learning. According to Suartama, through E-Learning, materials
given to students can be accessed anytime and from anywhere, besides that
to obtain materials that can be enriched or equipped with various support
learning resources including multimedia that can be supported by teacher. 6
Furthermore, Alonso et al., stated that E-Learning is the use of new
multimedia technologies and the internet to improve the quality of learning
by facilitating access to resources and services, as well as remotely
exchange and cooperation.7
Based on the explanation above, researchers are interested in
observing and find out what strategies are used by teachers in teaching
English with e-learning methods. Therefore, the researcher became curious
and try to investigate this with a research entitled “AN ANALYSIS OF
TEACHERS STRATEGY ON ENGLISH ONLINE LEARNING
CLASSES DURING COVID-19 PANDEMIC.”

B. Research Question
Based on the background of the problem above, it can be identified
research questions:
1. What are the teachers strategy on English online learning classes
during the COVID-19 pandemic?
5
Asmuni. Problematika pembelajaran daring di masa pandemi Covid-19 dan solusi
pemecahannya. Jurnal Paedagogy: Jurnal Penelitian Dan Pengembangan Pendidikan, 2020. 7(4),
h.283–284.
6
I Kadek Suartama. E-Learning : Konsep dan Aplikasinya. Universitas Pendidikan
Ganesha. 2014. h.20.
7
Alonso et al., An Instructional Model For Web-Based E-Learning Education With A
Blended Learning Process Approach, British Journal of Educational Technology,2005. 36(2).
p.218.
 2. What extent do the strategies help the teachers in Englis online
learning?
C. Objective and Benefit of Study
1. Objectve of Study
The objectives of the study are listed below:
a. To know the teaching strategies in English e-learning classes
during the COVID-19 pandemic at SMP PLUS HIDAYATUT
THULLAB SENDANG AGUNG BANDAR MATARAM.
b. To know the extent of the strategies help the teachers in English e-
learning classes during the COVID-19 pandemic at SMP PLUS
HIDAYATUT THULLAB SENDANG AGUNG BANDAR
MATARAM.

2. Research Benefit
a. Theoretical Benefit
This research will provide good information related to
teachers strategy in English e-learning class. Also this research
provides advantages description for further research who want to
study the same case, so this research into useful information and a
useful reference for further research study.
b. Practical Benefit
1) For English teacher
The researcher hopes that the results of this research are
useful for other teachers in implementing English teaching
strategies with e-learning methods. Thus, teachers can improve
the teaching and learning process of English to be more active,
effective, and efficient by using e-learning methods.
2) For Students
By using e-learning methods and appropriate strategies,
Researchers hope that students will have fun in learning
 process. Students will not feel forced to learn English but they
will feel happy to learn because they are put in a fun situation.

3) For Researcher
For researchers, it will be one of the references that will
help further researchers in conducting research related to this
research variable. Through this research, further researchers
will obtain information about the role of teachers in learning
English during the pandemic and find out the difficulties faced
by teachers when learning English during the current
pandemic. By knowing this, the next researcher can design
efforts to increase the ability of the role as a teacher to increase
students' interest in learning English during the pandemic. In
addition, further researchers can also add other things from this
research.

D. Prior Reseasch
Several studies are relevant to this research, including Fitri Yani
conducted a research on analysis of teachers’ teaching strategies and
students’ different learning styles in English teaching-learning process.
Her objective of the study was to know how the English teachers
formulate and implement the teaching strategies in the English teaching-
learning process regarding students’ different learning styles. Based on the
result of this study showed that the teachers used some strategies for
covering the differences in students’ learning styles. The strategies used
upon the consideration of students’ character, the learning objectives
would be achieved by student and the characteristic of learning material.
Teaching strategies used by the teacher such as demonstration, videos,
reading text, lecturing/storytelling, cooperative learning, discussion, and
games. In other words it can be concluded that the use of the strategy used
is based on the consideration of different learning preferences and styles.
 The teacher accommodates student learning styles by giving different
instructions for each learning style. From the this study, there is a similar
ity of focus with the research to be carried out, which is related to
teachers’ strategies in the English learning. While the difference in the
study examines the teachers’ strategies in teaching English with e-learning
classes.8
Al-maqtri analyzed how effective is e-learning in teaching English.
His objectives of the study are to answer eight questions about teaching
English with e-learning method. Results of displaying data that students
are not motivated to work with the e-learning. The results also show that
students misuse the Blackboard system in large-scale plagiarism. An
online quiz is found to be more effective than the assignment even though
some students dislike it. Some of the students said they did not have access
to the internet. As a result, e-learning was found not to make learning
English better. This finding recommends that teachers need to increase
their knowledge and experience to understand concepts, implementations
using strategies. In this paper, the writer will focus on teachers’ strategies
in English with e-learning classes during the COVID-19 pandemic.9

8
Fitri Yani.  AN ANALYSIS OF TEACHERS’ TEACHING STRATEGIES AND
STUDENTS’ DIFFERENT LEARNING STYLES IN ENGLISH TEACHING-LEARNING PROCESS
(A Qualitative Research at MTs Ash-Shiddiqiyyah and MTs Arifin Billah Cirebon). Bachelor
thesis, IAIN Syekh Nurjati Cirebon. 2016.
9
Al Maqtri, Mahmoud. How Effective is E-Learning in Teaching English? A Case Study.
Journal of Education and Human Development, 2014. 3(2), 647-669.