AN ANALYSIS OF TEACHERS’ STRATEGIES ON ENGLISH

E-LEARNING CLASSES DURING COVID-19 PANDEMIC

(A Qualitative Research at MTs Sudirman Getasan in the Academic Year

2019/2020)

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the requirements

for the degree of Sarjana Pendidikan (S.Pd)

By:

TARI PUTRI UTAMI

23030160016

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2020

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MOTTO

“Success needs a process, think, and believe that you can. Don’t delay anything,

because it will delay your success.”

(Tari Putri Utami)

♦♦♦

“Satisfaction lies in the effort, not the outcome. Tried hard is the ultimate victory.”

(Mahatma Gandhi)

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DEDICATION

Praise the presence of Allah SWT for all His gifts, this thesis is dedicated for:

1. My beloved Allah SWT and Prophet Muhammad SAW.

2. My beloved father Akum and my dear mother Isronah who always provides

support in my education with prayer, as well as moral and material support from

the past until now so that I can accomplish this graduating paper.

3. My little sister Rahma Dwi Lestari who always helps me under any situation

and always gives happiness at home.

4. My big family who have offered prayers and support.

5. My supervisor’s Heru Saputra. S. Pd.I., M.A. who has provided knowledge and

takes the time to guide me in the middle of the COVID-19 pandemic in

completing this graduating paper.

6. My best friend (Rahma and Tata) who always pay attention, give support to

each other for 4 years.

7. My beloved friends from the GREAT organization that I love and all those who

always support, entertain, and help me.

8. My beloved friends who always around me when I was finishing the research.

9. All of my friends TBI 2016 who are struggling together from the beginning to

the end for study at this beloved campus.

10. My beloved college, IAIN SALATIGA.

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ACKNOWLEDGEMENT

Bismillahirrahmanirrahim,

Assalamu’alaikum, wr. wb.

In the name of Allah, the most gracious and the most merciful,

Praise the researcher give to Allah SWT who has bestowed His grace and

affection so that the researcher can finish this graduating paper. Sholawat are always

presented to the lord of the Prophet Muhammad SAW who has led his people in the

right way.

This thesis the researcher arrange to meet the obligations and terms of use

obtained a bachelor’s degree in education. The title of the thesis is “An Analysis of

Teachers’ Strategies on English E-learning Classes during the COVID-19 pandemic at

MTs Sudirman Getasan in the Academic Year 2019/2020.

This graduation paper will not be completed without the support and guidance

of individuals and institutions. Therefore, researchers would like to express special

thanks to:

1. Prof. Dr. Zakiyuddin, M. Ag., as the Rector of State Institute for Islamic Studies

(IAIN) Salatiga.

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2. Prof. Dr. Mansur, M. Ag., as the Dean of Teacher Training and Education

Faculty of State Institute for Islamic Studies (IAIN) Salatiga.

3. Norwanto, M.Hum, Ph.D., as the Head of English Education Department of

States Institute for Islamic Studies (IAIN) Salatiga. Thanks for all his

suggestions, and recommendations for this graduating paper from the beginning

until the end.

4. Heru Saputra. S. Pd.I., M.A., as a counselor who has educated, provided advice

and recommendations to researchers for this graduating paper from the

beginning until the end. Thank you for your sincerity in taking the time even

with online guidance. Without him, this graduating paper seemed will not be

finished.

5. All lecturers in the English Education Department of IAIN Salatiga who has

given knowledge, guidance, and support to the author so that this study can be

completed.

6. Dra. Hj. Aminatun as the principal of MTs Sudirman Getasan who has

collaborated with the researcher.

7. Fitri Ariyani, S. Pd. I. and Sri Suharmi, S. Pd. I., as an English teacher at MTs

Sudirman Getasan who has collaborated with the researcher, and become the

subject of this study.

8. All those who have helped me in completing this paper that I cannot mention

one by one. Thank you for your support and suggestions. The researcher hopes

this study will be useful for everyone.

VIII

Salatiga, Mei 4th 2020

The Researcher,

Tari Putri Utami

23030 16 0016

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ABSTRACT

Utami, Tari Putri. 2020. An Analysis of Teachers’ Strategies on English E-learning

Classes during COVID-19 Pandemic. A Graduating Paper. English Education

Department. Teacher Training and Education Faculty. State Institute for Islamic

Studies (IAIN) Salatiga. Counselor: Heru Saputra. S. Pd.I., M.A.

The COVID-19 pandemic situation made the Government announce the

learning activities into e-learning. This policy and its relation to teachers’ strategies in

teaching are interesting to be studied. This research focused on the teachers’ strategies

used in teaching English with e-learning classes during the COVID-19 pandemic. This

study aimed at answering the following research questions: (1) What are the strategies

on English e-learning classes during the COVID-19 pandemic at MTs Sudirman

Getasan? (2) To what extent do the strategies help the teachers in English e-learning

classes?

This type of research was field research with qualitative approach. Data

collection techniques in this study are observation, interview, and documentation.

The results of the study show that (1) The teachers use different strategies

because the expected skill output are different, for writing skills the teacher uses 3

strategies namely planning, drafting, and editing. As for listening skills, the teacher

applies several strategies such as listening to songs, writing song lyrics, matching

lyrics, and finally sing a songs. But both of them use the video-based learning model

and also virtual education through WhatsApp. (2) Strategies in teaching through e-

learning classes during the COVID-19 pandemic greatly assisted teachers in the

teaching and learning process to achieve learning goals.

Keywords: English Teaching, Teaching Strategy, E-learning.

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TABLE OF CONTENTS

TITLE ..................................................................................................................... i

DECLARATION ................................................................................................... i

ATTENTIVE COUNSELOR NOTE ..................................................................... ii

CERTIFICATION PAGE ...................................................................................... iii

MOTTO ................................................................................................................. iv

DEDICATION ....................................................................................................... v

ACKNOWLEDGEMENT ..................................................................................... vi

ABSTRACT ........................................................................................................... ix

TABLE OF CONTENTS ....................................................................................... x

LIST OF TABLE ................................................................................................... xiii

CHAPTER I INTRODUCTION

A. Background of the Study ............................................................................ 1

B. Problem of the Study .................................................................................. 5

C. Objective of the Study ................................................................................ 5

D. Significance of the Study ........................................................................... 5

E. Limitation of the Study ............................................................................. 6

F. Operational Definition of Key Terms ........................................................ 6

G. Organization of Graduating Paper ............................................................. 7

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CHAPTER II LITERATURE REVIEW

A. Theoretical Framework .............................................................................. 9

1. Definition of Teaching Strategy ........................................................... 9

2. Kinds of Teaching Strategies ............................................................... 12

3. Teaching Approaches ........................................................................... 18

4. Teaching Mtehods ................................................................................ 19

5. Speaking Strategy................................................................................. 23

6. Listening Strategy ............................................................................... 27

7. Reading Strategy .................................................................................. 29

8. Writing Strategy ................................................................................... 32

9. Definition of E-Learning ...................................................................... 35

10. E-Learning Elements ............................................................................ 36

11. E-Learning Models............................................................................... 37

12. The Role of The Teacher in E-Learning .............................................. 38

13. Advantages of E-Learning ................................................................... 30

14. Disadvantages of E-Learning ............................................................... 40

15. COVID-19 ............................................................................................ 41

B. Previous Study ........................................................................................... 43

CHAPTER III RESEARCH METHODOLOGY

A. Type of the Study ....................................................................................... 46

B. Research Setting ......................................................................................... 47

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C. Source of the Data ...................................................................................... 48

D. Technique of Data Collection .................................................................... 48

E. Technique of Data Analysis ....................................................................... 52

F. Validity of the Data .................................................................................... 55

CHAPTER IV FINDING

A. Data Presentation ....................................................................................... 57

B. Dara Analysis ............................................................................................. 63

CHAPTER V CLOSURE

A. Conclusion ................................................................................................. 72

B. Suggestion .................................................................................................. 74

REFERENCES

APPENDICES

CURRICULUM VITAE

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LIST OF TABLES

A. Table 2.1 Example of Dialogue ................................................................. 24

B. Table 2.2 Example of Rhymes and Tounge Twisters ................................ 26

C. Table 3.1 Coding of Teacher and Strategy................................................. 53

D. Table 4.1 The Result of Teacher 1 ............................................................. 57

E. Table 4.2 The Result of Teacher 2 ............................................................. 61

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LIST OF FIGURES

A. Figure 2.1 Communicative Skiils ............................................................... 23

B. Figure 2.2 Example of Dreams and Ambitions Technique ........................ 25

C. Figure 2.3 Comprehensive E-Learning Solution ....................................... 36

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CHAPTER I

INTRODUCTION

This chapter is an introduction to the research. It describes how and why the writer

chooses this topic. The basic details of the research are described as following topics:

Background of the Study, Problem of the Study, Objective of the Study, Significance

of the Study, Operational Definition of Key Term, and Organization of Graduating

Paper.

A. Background of the Study

Learning foreign languages, especially English, has been used as a

strategic tool and strategy for human resource development at various time in

the history of education in this world. Indonesia education system obliging,

students at junior high school and senior high school level must pass an English

examination for graduating. That means learning English as a foreign language

is very important especially in the world of education. This is also based on the

explanation from Balan (2011:189) which states the importance of English as

an international language whereby education and cultures are exchanged at all

levels.

In educating students, the teacher plays an important role in the school.

The teacher in interactive teaching does not have only educational and

vocational roles but he/she has to be a designer, programmer, diagnostician,

researcher, organizer, manager, innovator, educator, and advisor (Illic,

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1999:141). More specifically, the teacher is the organizer of teaching and

partner during the communication with his/her pupils.

Teaching English is not easy. With different levels of skill in each class,

teachers must use effective strategies that allow students to learn the material.

Teachers must be creative in choosing materials and be able to stimulate student

interest. Therefore, the teacher needs to manipulate several strategies to support

the teaching and learning process. Strategies can make learning “easier, faster,

more enjoyable, more self-directed, more effective, and more transferable to

new situations” (Oxford, 1990:8).

Since the end of 2019, the world has been rocked with a coronavirus or

COVID-19. This virus was first discovered in Wuhan, Hubei, China. Until now,

there are 95.124 people throughout the world exposed corona (CNN, 2020). A

total of 3.254 people died, while 51.171 others were declared cured. In

Indonesia the number of positive cases of coronavirus infection continues to

grow. As of Wednesday (8/4/2020), positive cases of COVID-19 infection

reaches 2.956 people, 240 died, and 222 patients were cured.

As a result of the COVID-19 pandemic, the entire system that runs like

a government, the economy, including education in Indonesia are disrupted. As

of March 11, 2020, the president of the Republic Indonesia adopted a policy of

temporarily closing the teaching and learning process at schools and

universities urged them to study at home, and replacing them with online

learning to break the chain of viruses.

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Minimizing the transmission of infectious diseases, the public takes

action to limit social distancing and also self-quarantine. Social distancing is a

term applied to certain actions that are taken by public health officials to stop

or slow down the spread of a highly contagious disease (Yuliana, 2020). While

quarantine is a system of separating and limiting the movement of people for

some time to prevent transmission of disease. It lasts long enough to ensure the

person has not contacted an infectious disease. (cited in report of the WHO-

China Joint Mission on Coronavirus Disease, 2019) people with COVID-19

generally develop signs and symptoms, including mild respiratory symptoms

and fever, on an average of 5-6 days after infection (mean incubation period 5-

6 days, range 1-14 days).

This is a challenge for all of the teachers, especially English teachers

because language is a study that requires mastery of four skills. English learning

can be defined as mastery of four skills. According to Richard & Schmidt

(2002:330), skills in language teaching are the mode or way in which the

language is used. The four language skills are listening, speaking, reading, and

writing. The four skills are categorized into two categories namely speaking

and writing are called active or productive skills, while reading and listening

are called passive or receptive skills. Mohan (1986:32) explains that, in a

segregated skill approach, the mastery of discrete skills, such as reading and

writing, or reading and speaking are considered as the key to successful

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language learning and language learning is typically separated from content

learning (Oxford, 2001).

With that, the teachers inevitably have to apply and adapt to e-learning

classes in conveying English material from listening, speaking, reading, and

writing so that the teaching and learning process can keep going. According to

Abbad (2009:398) e-learning refers to the use of information an communication

technologies to enable the access to online learning or teachinf resources. A

teacher’s confession that she experienced a little difficulty in implementing e-

learning classes because she rarely used it. With a short time and without

training, the teacher must directly apply it. Of course, here the teacher requires

adaptation and also a strategy to teach English.

Based on the explanation above, the researcher is interested in observing

and finding what strategies used by teachers’ in teaching English with the e-

learning method. Therefore, the researcher became curious and try to

investigate this with a research entitled “AN ANALYSIS OF TEACHERS’

STRATEGIES ON ENGLISH E-LEARNING CLASSES DURING

COVID-19 PANDEMIC AT MTS SUDIRMAN GETASAN IN THE

ACADEMIC YEAR 2019/2020”.

B. Problem of the Study

Based on the background of the study, the researcher formulates some

problems as follow:

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1. What are the teacher’s strategies on English e-learning classes during the

COVID-19 pandemic at MTs Sudirman Getasan?

2. To what extent do the strategies help the teachers in English e-learning?

C. Objectives of the Study

The objectives of the study are listed below:

1. To know the teaching strategies in English e-learning classes during the

COVID-19 pandemic at MTs Sudirman Getasan.

2. To know the extent of the strategies help the teachers in English e-learning

classes during the COVID-19 pandemic at MTs Sudirman Getasan.

D. Significances of the Study

1. Theoretical Benefit

This research will give good information related to the teachers’

strategies on English e-learning classes. Also this study provides a favorable

description for further research that wants to study the same case, so this

research becomes helpful information and a useful reference for the next

study.

2. Practical Benefit

a. For the English teacher

The researcher hopes that the result of this study will be useful

for the other teacher in applying strategies for teaching English with e-

learning methods. So, the teacher can improve teaching and learning

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English to become more active, effective, and efficient even through e-

learning methods.

b. For students

By using e-learning methods and appropriate strategies, the

researcher hopes that students will get enjoyable in the teaching and

learning process. The students will not feel forced in learning English

but they will feel happy to learn since they are put in an enjoyable

situation.

E. Limitation of the Study

In this research, the researcher focuses on the teacher’s strategy in

teaching English using the e-learning method during the COVID-19 pandemic

at Mts Sudirman Getasan in the Academic Year 2019/2020. The subjects of this

study were English teachers who taught in the middle of the COVID-19

pandemic.

F. Operational Definition of Key Terms

By knowing the key terms, it makes this research is easier to be

understood by other researcher and readers. Many key terms are related to this

research such as teaching, strategy, e-learning, and methods.

1. Teaching Strategy

Stone and Morris (as quoted in Issac, 2010), teaching strategies are a

general description of learning that includes the structure, outline of planned

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tactics, and the teaching objectives needed to implement the strategy.

Furthermore, Issac (2010:358) explains that tactics are manifested in the

classroom as a process or series of ways in which the teacher teaches.

2. E-learning

E-learning refers to the use of information and communication

technology that makes it possible to access online learning or teaching

resources. According to the OECD (2005) defining e-learning as a use of

technology and information in various educational processes to improve

and support learning in higher education institutions and includes the usage

of information and communication technology as a complement to the

traditional classroom, online learning or mixing the two modes.

G. Organization of Graduating Paper

This study contains five chapters: introduction, literature review, research

methodology, research findings and data analysis, and closure.

1. Chapter I: Introduction

This chapter contains the background of the study, problem of the study,

objective of the study, significance of the study, limitation of the study,

operational definition of key terms, and organization of the graduating

paper.

2. Chapter II: Literature Review

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This chapter presents the theoretical framework which will be the basis of

the research, and also consist of the previous research studies.

3. Chapter III: Research Methodology

This chapter tells about the type of the study, research setting, source of the

data, technique of data collection, technique of data analysis, and validity

of the data.

4. Chapter IV: Research Findings and Data Analysis

This chapter consist of the data presentation and data analysis about the

teacher strategies in teaching English with e-learning methods at MTs

Sudirman Getasan.

5. Chapter V: Closure

This chapter contains the conclusions of the study and suggestions.

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CHAPTER II

LITERATURE REVIEW

This chapter presents the theoretical framework of the related literature that

relevant to the topic that is about the definition of teaching strategy, kinds of teaching

strategies, definition of e-learning, advantages and disadvantages of learning. Also this

chapter consists of the previous research studies.

A. Theoretical Framework

1. Definition of Teaching Strategy

In the study of educational technology, the strategy is included in the

realm of learning design. The development of strategy as a science has

developed starting from the military world and then used in education. In

warfare, s strategy is needed to obtain victory. Likewise with the learning

process, educators must identify all those related to the learning process that

will be carried out. Educators need to know who will be their students, how

different levels of intelligence, from what background they come from, how

they are motivated, and so forth. Haidir and Salim (2012:99) states the word

strategy is often interpreted by technique or method, which is a way to

convey a message in this case subject matter to students to achieve the stated

learning goals. Thus, the word strategy is related to the way, tactics or

methods to do something.

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MacDonald (1986:514) defines strategy as the art of carrying out a plan

skillfully. Strategy is the art of doing something skillfully. Seels and Richey

(1994:31) define strategy as s pecifications for selecting and sequencing

events and activities within a lesson. In line with this opinion, David (1976

as quoted in Sanjaya, 2006) strategy is a method, plan, or series of activities

designed to achieve a particular educational goals.

Meanwhile, if interpreted broadly, “the strategy can include, among

others: 1) methods, 2) approaches, 3) the election of sources including the

media used in learning, 4) grouping students, and 5) measurement of

success” (Haidir and Salim, 2012:100).

According to Djamarah and Zain (1997:5) writes there are four basic

strategies in learning activities that include in the following:

a. Identify and determine the specifications and qualifications of the

behavior and personality changes of students as expected.

b. Choosing a teaching and learning approach system based on people’s

aspirations and views of life.

c. Choosing and determining the procedures, methods, and learning

techniques that are considered the most appropriate and effective so that

they can be used as a guide by the teachers in carrying out their teaching

activities.

d. Establishing norms and minimum limits of success or criteria and

standards of success so that it can be used as a guide by the teachers in

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conducting, evaluating the results of teaching and learning activities

which will then be used as feedback to improve learning.

Whereas teaching is a series of events experienced by a teacher to

present and want change in students’ behavior. It brings changes in

thinking, feeling and student actions. This helps them to adapt to their

environment.

Brown (2000:7) states that teaching means guiding and facilitating

learning, enabling the learner to learn, setting the condition of learning.

Teaching can be done without a teacher. They can use anything such as

nature, books, teaching machines, etc., which can act as teachers. Smith

(1963), consider teaching as a tripolar process which involves:

1) An agent, a source, human or material that tries to produce learning.

2) The objectives to be achieved through the teaching process.

3) Intervening variables consisting of teaching and learning situations.

This may involve physical or human material conditions and teaching

methods.

From some of the definitions above, it can be concluded that the

teaching strategy is a method, technique, and tactic used by a teacher to

teach students in the class. Teaching strategies have been designed before,

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and this is very necessary so that a learning goal can be achieved, and the

material can be delivered easily.

2. Kinds of Teaching Strategies

a. Cooperative Learning

Cooperative learning comes from the word cooperative it means

maximizing students learning to improve academic and understanding

both individuals and groups as well as helping one another (Trianto,

2009:75). Cooperative learning models is one of supportive learning

contextual learning.

Amri and Ahmadi (2010:90) defines cooperative learning

teaching system as a work or learning system structured group and

cooperative learning is a teaching and learning strategy that emphasizes

attitude or shared behavior in regular workgroups, that is consisting of

two or more people. Furthermore, Wena (2009:94-96) cooperative

learning is one of a group learning model that has rules certain. The

basic principle of cooperative learning is students form small groups

and teach others to achieve common goals, even in this learning smart

students teach students who are not smart without feeling

disadvantaged.

Cooperative learning is also a model that prioritizes cooperation

among students to achieve learning goals. Cooperative learning, this

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learning can also create interdependence between students, so learning

resources for students are not just teachers and textbooks but also fellow

students.

b. Inquiry Based-Learning

In this case, Haidir and Salim (2012:115) defined the inquiry as a

process of teacher and student interaction at a very high level, between

teacher, student, subject matter, and the environment is very needed. An

important part of the inquiry process is that between the teacher and the

students both are questioners, seekers, interrogators, answerers, and also

as an analyst (Orlihch, 1981:252-253). The inquiry learning process can

be marked by the emergence of differences in views as a result of

students’ creative thinking in studying something. Steps in inquiry

learning:

1) Observing (observation)

2) Classifying using numbers (classify facts)

3) Space-time relationship (connect the time)

4) Predicting (make estimates)

5) Inferring (temporary conlusions)

6) Defining operationally (formulate an operational definition)

7) Formulating hypothesis (make temporary conjectures)

8) Interpreting data (interpret data)

9) Controlling variables (control variables)

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10) Experimenting (try out)

11) Communicating (communicating the results or findings obtained)

c. Graphic Organizer

Graphic organizers are information with a visual display that is

designed to benefit students who are having difficulties in organizing

information (Fisher & Schumaker, 1995). Graphic organizers are also

referred to as concepts, cognitive maps, or web content, which have the

same goal: Graphs the organizers are intended to help students visualize

clearly how ideas are organized in a text or surround a concept. Through

the use of graphic organizers, students have a structure for abstract

ideas. Graphic organizers can be categorized in many ways according

to how they organize information: hierarchical, conceptual, sequential,

or cyclical (Bromley, Irwin-DeVitis, & Modlo, 1995).

Types of graphic organizer:

1) Concept map

2) Flow diagram or sequence chart

3) Compare/contrast or Vena diagram

4) Cause and Effect diagram

5) Main idea and details chart

6) Attribute chart

7) Story map

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d. Differentiated Instruction

Hockett (2018) differentiation is a guide to teaching life. Many

teachers practice some form of differentiation for various proactive

student needs. At the same time, differentiation is a complex endeavor

that requires a variety of sophisticated skills develop over time and with

practice. This handbook provides teachers at all levels of expertise with

insights and tools for their professional growth.

According to Hamruni (2009: 8-9), teaching strategies are

classified into five parts, namely:

1) Direct Instruction teaching strategy

Direct instruction teaching strategy is teaching directed by the

teacher directly. This strategy is effective to determine information

or to build a skill step by steps. The direct instruction usually has

deductive character. The superiority of Direct Instruction Teaching

Strategy is this strategy so easy to be planned and used, while the

core important weakness in the developing ability, the process and

the attitude that needed in critical idea and interpersonal relation also

learn.

2) Indirect Instruction teaching strategy

Indirect instruction teaching strategy often referred as inquiry,

inductive, problem solving, decision making and invention. Contrary

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to direct instruction teaching strategies, indirect instruction teaching

strategies put students as a centers, even though both of them can

complement each other. In this strategy the role of the teacher moves

from the speaker to the facilitator. The teacher manage learning

environment and give the students an opportunity to involve in the

environment. The advantages of Indirect instruction teaching

strategies are:

a) Pushing interest and curiosity of the students

b) Creating the alternative and solving the problem

c) Pushing creativity and developing interpersonal skill and the

other ability

d) Better understanding

e) Expressing understanding

This strategy takes a long time, and the results are difficult to

predict. This strategy in not appropriate if students need a memory

quickly.

3) Interactive teaching strategy

Interactive teaching strategy emphasizes on discussion and share

between the learners. It will encourage of learner to create new an

idea or concept, reacting on experiences, approach and developing

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alternative mindset. The superiorities of interactive teaching strategy

are students can improve their social skill and their ability,

developing of rational argument. The weaknesses of this strategy is

depend on the creativity of teacher to arrange and develop the group

dynamics

4) Experiential/ empirical teaching strategy

Empirical teaching strategies have orientation in inductive

activities. In this case students as the center. Self reflection about

their experience, is a planning formulation to achieve

implementation based on context. The advantages of this strategy are

able to increase student participation, as well as increase in student

analytic aspects. While the disadvantages of this strategy are a high

cost, and takes a long time.

5) Independent teaching strategy

The purposes of independent teaching strategy are developing of

individual initiative, able to develop themselves and students must

be active in learning. The advantage of this strategy is create student

respect, while the disadvantage is that implementation is difficult for

young students.

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3. Teaching Approach

According to Arvind (2017) there are various approaches which are used

in teaching learning process. The following are the main approaches of

teaching learning:

a. Teacher centered approach

Teacher centered approaches are more traditional in nature,

focusing on the teacher as instructor. They are sometimes referred to as

direct instruction, deductive teaching or expository teaching, and are

typified by the lecture type presentation. In these methods of teaching,

the teacher controls what is to be taught and how students are presented

with the information that they are to lean.

b. Student centered approach

Student centered approaches (sometimes referred to as discovery

learning, inductive learning, or inquiry learning) place a much stronger

emphasis on the learner’s role in the learning process. When you are

using student- centered approaches to teaching, you still set the learning

agenda but you have much less direct control over what and how

students learn.

c. Inductive and Deductive approach

In inductive approach students moves towards specified

(example) to general (rules). At first many examples are put forward to

student and then he draws out a conclusion on the basis of these

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examples. Deductive approach is opposite to inductive approach

because in it first a principle or rule is put in front of students and then

it is clarified by giving examples.

d. Herbartian approach

This approach was provided by Johann Friedrich Herbart. He

suggested that teaching must be actively planned if we were to do it.

This approach is based on the theory of appreciative learning.

4. Teaching Methods

Vikoo (2003), discusses the types of teaching methods and explains that

teaching methods can be presented in three main categories:

a. Cognitive development methods

Here, if the focus of the instructional goals is to develop

intellectual skills in students, then the cognitive development method of

teaching is recommended. This method helps student to understand,

analyze, synthesize and evaluate information. It helps learners develop

good cognitive abilities. Though the cognitive development methods

are essentially didactic.

Some of the teaching methods includes:

1) Discussion Method

2) Questioning/Socratic Method

3) Team Teaching Method

4) Talk Chalk/Recitation Method

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5) Field Trip/Escortion Method

6) Team Teaching Method

b. Affective development methods

This domain includes objectives which describe changes in

interest, attitudes and values. It further deals with the development of

appreciation and adequate adjustment. Education has a lot to give the

learner in order to assist him/her develop in these areas, hence teachers

are encouraged to include learning experiences that are worthwhile,

teach in ways that arouse interest and develop proper attitude in

learners. This mode of teaching are basically Philetic, here students

feelings or opinion are aroused. Some teaching methods under includes:

1) Modelling Method

2) Simulation Method

3) Dramatic Method

4) Simulation Games

5) Role-Playing Method

c. Psychomotor development methods

These are activity based methods of teaching that aim at motor

skills development in learners. This method requires that learners are

able to illustrate, demonstrate, or perform certain skills using their

manual dexterity. It is a heuristic method of teaching that involves

inquiry and discovery methods of teaching. This method includes:

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1) Inquiry Method

2) Discovery Method

3) Process Approach Method

4) Demonstration Method

5) Laboratory/Experimentation Method

6) Programmed Learning Method

7) Dalton Plan/Assignment Method

8) Project Method

9) Microteaching Method

10) Mastery Learning

As already mentioned, there are several methods of teaching; the

following methods will be discussed in this paper:

a) Discussion method

Discussion is usually at a higher cognitive level and it develops

critical thinking. Student’s participation is necessary for a

successful classroom discussion. It is a student centered teaching

technique but requires careful planning by the teacher to guide

discussion. Successful discussions are guided by specific teaching

goals. It involves a process of free guided discussion and expression

of views and ideas on a given topic, question or problem by the

teacher.

22

b) Questioning Method

Questioning method of teaching aids learners in connecting

concepts, increasing awareness, encouraging creative and

imaginative thought, making inferences etc. Questioning generally

helps learners to explore deeper level of thinking, knowing and

understanding. Questioning, though it is more of a technique than a

method of teaching, it is used during various methods of teaching.

Questioning aids in sensitizing the inquisitive mind of the learner.

c) Role Playing

This method of teaching can be used for solving real life

situational problems. The technique of role lay develops practical

professional skills and functioning knowledge. It enables students

in the classroom to act as stakeholders in an imagined scene. In a

play role, the teacher selects an event that illuminates the topic of

study and students are assigned roles, which will be played out, the

role play will be concluded, with a reflection stage that reinforces

the concepts introduced by the role play.

d) Games/Simulation Method

Omieibi-David (2001) conceptualizes simulations as an imitation

of real life situations that requires participants to play a role that

involves them in interaction with other people or with elements of

the environment concerned.

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e) Demonstration Method

A demonstration involves showing, doing or telling the students

the point of emphasis. It is mostly used as a technique within a

method of teaching and a times as a method of teaching itself.

5. Speaking Strategy

Faucette (2001:272) states that speaking strategies can be seen as the

ways in which an individual speaker manages to compensate for this gap

between what she wishes to communicate and her immediately available

linguistics resources. It can thus be assumed that they play a predominantly

reactive role by helping learners to deal with problems with getting their

messages across in the course of communication. However, in the case of

communication classes, the available student environment is surrounding

the mother tongue, therefore teaching and learning strategies must be

different. According to Suchdeva (2011:14), there is a huge need for a

paradigm shift in teaching and learning speaking skills through focus

deviations from oral orientation, training teachers, and develop an

appropriate curriculum.

Figure 2.1

Communicative skills

Adopted from Rao & Jyotsna (2009)

24

a. Classroom Activities and Tasks for Practicing Speaking Skills

According to Kumari (2014:16), a variety of activity and task-

based functions can be used to develop the speaking skills given below:

1) Dialogue

Dialogue is a classroom technique used for practicing functions

of language like greeting, agreeing, disagreeing, apologizing,

suggesting, asking inf ormation, etc.

Table 2.1

Example of dialogue

Adapted from Hussain (2017)

A B

Hello Workenish! Hello Asanti!

How are you doing? Fine, thank you.

Where are you going? To the library, will you come

with me?

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I am sorry; I am going to submit

my assignment.

Okay, no problem. Can you

come to my home this

evening?

Anything special? Yes, today is my birthday

Oh really, Happy birthday to

you!

Thank you. Don’t forget to

come.

Okay, bye! See you.

2) Role Play

Roleplay is a popular technique and is often used in class to

practice speaking skills. There are three types of role play, i.e. with

instructions, fully guided, and free type.

3) Opinion/Ideas

When we ask for opinions on controversial topics or situations,

a lot of discussion can be generated. The learners may be divided

into groups who discuss and come out with their opinions. Here,

students have a lot of language to communicate their ideas.

4) Dreams or Ambitions

Every student must have their dreams and ambitions. This can

be used as a good interaction. This activity ended openly which

caused many students to speak.

Figure 2.2

Example of dreams and ambitions technique

26

Adapted from Kumari (2014)

5) Rhymes and Tongue Twisters

This is a way of playing to acculturate English. We can teach

students through poetry reading in a fun way. This can add value

to speaking skills.

Table 2.2

Example of rhymes and tongue twisters

Adapted from Hussain (2017)

Rhymes Tongue Twisters

It’s fun to be this

It’s fun to be that

To leap like a lamp

To climb like a cat

To swim like a fish

To hop like a frog

To trot like a horse

Betty bought some butter

But the butter was bitter

So, Betty bought some better butter

To make the bitter butter better.

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To jump like a dog.

6) Songs

The learners enjoy songs and it can be used for developing EFL

speaking skills. There are key activities in which songs are used to

promote speaking skills. Lindstromber (2004:49), propose some

activities using songs in English, and Philips (2003) states that many

English pop songs are well known even by the youngest learners,

especially theme songs of films or television series.

6. Listening Strategy

Hidayat (2013:21), listening is considered as an important ability that has

to be mastered. How well someone listens has a majorr impact on the quality

of their relationship with others. It means that listening is the ability to

understand the messages being expressed by the speaker through the sond.

One of the listening strategies is through song, as defined by Lynch

(2008:23) almost everyone loves music, it is a part of our language and life

from before birth onwards.

a. Listening Activity through Song

Harmer (2001:242) says that a song or a piece of music can

change the atmosphere in the classroom. As defined by Ocak

(2012:333) song is one of the important teaching tools in teaching EFL

(English Foreign Language) because most teachers know it, and

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students like it listen to music in the classroom. Furthermore, Harmer

(2000:242) said that music is powerful stimulus for students

engagement precisely because it speaks directly to our emotions while

still allowing us to use our brains to analyse it and its effect if we so

wish. A piece of music can change the atmosphere in the classroom or

prepare students for a new activity.

1) Procedure in Applying the Songs

To apply songs in the classroom, the teacher should also plan

the application sequence of the songs. In applying songs, the writer

offers two procedures suggested by Ur and Haycraft (1993:77-78)

as follows:

a) Preparation, select a tape recording of a song so that you can

sing it. Prepare an overhead transparency (or a poster/ hand out)

of the words of the song.

b) Procedure, first, play the song on a tape or sing it to yourself;

second, show the words of the song; third, ask the students to

follow the words; fourth, sing while you play it again.

2) Some Suggested Activities when using Songs in the Classroom

Murphey (1992:9-10 as quoted in Rosova, 2007:20-21) suggests

the following activities that teachers can do with students when teaching

English through songs.

1) Listen to the songs.

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2) Sing without listening to any recording.

3) Talk about songs.

4) Write songs.

5) Perform songs.

In my view, using songs in the classroom is a great way to

motivate students, and students generate enthusiasm in what they learn.

Songs give a positive value to the environment that can enhance student

interaction.

7. Reading Strategy

In teaching reading, teachers are required to be creative in applying

strategies for achieving the objectives of the reading process in class.

Several strategies are usually used by teachers such as visualization

strategies, highlighting strategies, and anticipatory guidance strategies. The

following explains in detail:

a. Visualization Strategy

Paris (2011:69) states that visualization is a strategy that can help

students in turning words into higher concepts, and improving student

focus, as well as attention to independent reading skills. In short, this

strategy helps students to improve their understanding of ideas and

easily find everything students want to read. Here are some of the steps

proposed by Antonacci (2009:155) by using the visualization strategy:

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1) Introduces the topic to the students

Teacher provides topics through brainstorming activities.

2) Model analysis of the text features

The teacher analyzes the text before reading it hard, there are no

maps and visual aids. The selected vocabulary is served in context

and discussed.

3) Read aloud selected passage

The teacher reads hard the selected part and directs students to

sketch their ideas when listening.

4) Discuss version of illustration

Students share the image and discuss variations between them. The

teachers ask students to record patterns throughout images such as

scenes, objects, and emotions.

5) Facilitate students’ application to text

Teachers asks students to write summaries based on discussion.

Then students read text using the visualization strategy to process

information.

Based on several descriptions above, it can be concluded that the

visualization strategy is one of the strategies that can be applied by the

teacher to help students in reading. This can make students easily find

important information without reading stories so often. This strategy can

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also help students develop their ideas and imagination in the story and also

help students increase their understanding of reading. In short, this strategy

can help students increase their understanding of ideas.

b. Highlighting Strategy

According to Cerveny et al (2003:114), highlighting is a strategy

that uses highlighting the main idea to help teachers teach students to

increase students in reading. This means that this strategy can make

students will easily find important information in the text and make

students understand the text too. To run this strategy, some of the

following procedures can be considered as proposals by Hervey et.al

(2007:157)

1) Pay attention carefully to the first row and the last row of each

paragraph: important information is often contained there.

2) Only required words and phrases, not all sentences.

3) Jot notes in the margin or on the stick notes to consecrate

information.

4) Do not be disturbed by interesting details. Even though they are

interesting, they often obscure important information.

5) Make notes on the margin to emphasize the words or phrases that

have been highlighted.

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6) Signal words record: they are always followed by important

information.

7) Pay attention to a variety of significant nonfiction features.

8) After completion, check to see that no more than half a paragraph is

highlighted. As a reader becomes more proficient, a third paragraph

is a good size to highlight.

c. Anticipation Guide Strategy

The anticipation guide strategy is one of the strategies in

teaching reading which with the target of students getting an

understanding at the end of reading activities. This strategy is used in

teaching reading before students read the text in the teaching and

learning process and is done to enable student background knowledge

about the topic read. Richardson et.al (2009:71) states that the

anticipation guide is an active pre-read strategy used to enable

knowledge about a topic before students start reading text, and to

provide strengthening the main concept after reading.

8. Writing Strategy

Richards (2002:316-319) describes the process of teaching writing

approaches has four basic stages namely planning, drafting, editing the final

draft.

a. Planning

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According to Richards (2002) states the experienced writes will

plan what they will write. Before starting to write, they will try and

decide what will be said. For some writers they might make detailed

notes of just a few words. They will plan, however, as the writer thought

before writing it on a piece of paper. He say that when planning, the

writer must think about it three main problems. First they must consider

the purpose of the writing because this will affect the type of text they

use as well as the language they use. Second, experienced writers think

of the intended audience, because of this will affect the form of writing

(how it is arranged, how the paragraphs are structure, etc.). Third, the

author must consider the structure of the work’s content is, how it is best

to order the fact, ideas, or arguments they have decided to include.

b. Drafting

The first version of a paper is called a concept. The first ‘go’

from a text assuming that it will be changed later. As the writing process

continues to be editing; several drafts can be produced on the way to the

final version.

c. Editing (Reflecting and Revising)

The earliest model by Flower & Hayes (1980:18) includes two

different reviewing processes:

”We distinguish between Reviewing and Editing as two distinct

modes of behavior. On the one hand, editing is triggered

automatically and may occur in brief episodes interrupting other

34

processes. Reviewing, on the other hand, is not a spur-of-the-

moment activity but rather one in which the writer decides to

devote a period to systematic examination and improvement of

the text. It occurs typically when the writer has finished a

translation process rather than as an interruption to that process”.

d. Monitoring

Monitoring is a function th at allows writers to move process;

respond to task needs. According to Flower & Hayes (1980:72) the

model of monitor production rules, after writers produce their design

later they read what has been written to see where it works and where it

doesn’t. maybe the way something is written is ambiguous or confusing.

They can move paragraphs around to write a new introduction. They

can use different tenses for certain sentences. Reflection and revisions

are often helped by other readers or editors who comment and make

suggestions. Other readers’ reactions to the piece writing will help the

writer to make appropriate revisions.

e. Final Version

After the authors edited their draft, for changes they considered

necessary, the produced their final version. This might look very

different both from the initial plan and the first concepts because

everything has changed in the editing process. Flower & Hayes (1980)

the process can be described as follows: planning the final draft editing

the initial an influential model of the writing process is that Flower &

Hayes (1980) who describes the process of writing in terms of the task

35

environment, which includes writing assignments, texts procedure so

far, lengthy authors of memory terms, including knowledge of the topic,

knowledge of the audience, stored writing plans, several cognitive

processes, including planning, translating thoughts into text, and revise.

9. Definition of E-Learning

The development of information and communication technology that

very rapidly encourages various educational institutions to use the e-

learning system to increase the effectiveness and flexibility of learning.

Through e-learning, learning material can be accessed anytime and from

anywhere, in addition to the material that can be enriched with various

learning resources including multimedia which can quickly be renewed by

the teacher.

Udan and Weggen (2000:21) mention that e-learning is part of distance

learning whereas online learning is part of e-learning. Also, the term e-

learning includes various applications and processes such as computer

based-learning, web-based learning, virtual classroom, etc. Meanwhile

online learning is part of technology-based learning that utilizes the internet,

intranet, and extranet resources. More specifically Rosenberg (2001:22)

defines e-learning as the utilization of internet technology for distributing

learning material, so students can access anything.

According to Khan (2005:22), e-learning refers to delivering learning

material to anyone, anywhere, and anytime with using various technologies

36

in an open learning environment, flexible, and distributed. Furthermore, the

terms of learning are open and flexible refers to the freedom of students in

terms of time, place, speed, content material, learning style, type of

evaluation, collaborative or independent learning.

From some definitions above, it can be concluded that e-learning can be

done anywhere and anytime using available technology so that learners can

access anything they want to know.

10. E-Learning Elements

According to Clark & Mayer (2008:11) that interpreted the term, e-

learning refers to several elements, where “E” on e-learning refers to

“How”: how this learning is digitized so that it can be stored in electronic

form “Learning" on e-learning refers to “What”: this learning includes what

content and how to help someone study the knowledge, and “Why” refers

to the goal to help individuals achieve educational build skills related to

work performance.

Therefore, it is not surprising that thousands of vendors began to enter

or migrate in the e-learning industry era that offered three important key

elements as shown in the image below (Paul, 2001:18).

Figure 2.3

Comprehensive E-learning solution

37

11. E-Learning Models

E-learning implementation varies greatly, but all it is based on a

principle the e-learning is hosted as an effort to disseminate information in

the form of learning material through electronic or internet media so that

students can access it anytime and anywhere. The characteristic of e-

learning is the creation of a flexible and distributed learning environment.

Based on the definition, e-learning can be divided into four models, namely:

a. Web-Based Learning

Web-based learning is a remote learning system based on

information technology and communication with the web interface

(Munir, 2009:231). In the web-based learning, learners do online

learning through a website. They can communicate with each other with

colleagues or learners through the facilities provided by the website.

Content

Technology

Service

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b. Computer-Based Learning

Computer-based learning can be defined as a self-learning

activity that can be done by learners using a computer system. Rusman

(2009:49) suggests that computer-based learning is a learning program

used in the learning process using computer software containing titles,

goals, learning materials, and learning evaluations.

c. Virtual Education

Based on the definition of Kurbei (2001:10), the term virtual

education refers to learning activity that occurs in a learning

environment where teachers and learners are separated by distance and

time. The teacher provides learning materials through the use of several

methods such as LMS applications, multimedia materials, internet

utilization, or video conferencing. Learners receive the material and

communication by utilizing the same technology.

12. The Role of The Teacher in E-Learning

Heather Fry, Steve Ketteridge, Stephanie Marshall (2009:93)” the

widespread use of e-learning can break down the traditional academic role

into several functions, which can be carried out by more than one person.

For example, having an online class where there are:”

a. Lectures, who work with professionals to produce appropriate online

content.

39

b. E-moderators, who are teaching assistants responsible for organizing

course discussion forums, to stimulate discussion, and to carry out

learning activities based on lecture and reading material (Salmon,

2000).

c. Group facilitators, who work with small groups of students on specified

collaborative activities, and maybe students on the path itself.

d. Technical or administrative, roles are responsible for answering

practical student questions about the technology of courses.

e. Assessors, who can be brought from outside the course to mark student

work.

f. Academic guests, who supply more detailed information on the alley,

may organize courses and give students a feeling of being part of larger

faculty.

13. Advantages of E-learning

The advantages of e-learning are to provide flexibility, interactivity,

speed, visualization through various advantages of each media (Sudjana,

2005:253). According to L. Tjokro (2009:187) e-learning has many

advantages, namely:

a. It's easier to absorb, meaning it is to use multimedia facilities in the form

of an image, text, animation, sound, and also video.

40

b. It is more effective in the cost, meaning that it does not need an

instructor, there is no need for a minimum of hearings, can be anywhere,

and so on.

c. It is more concise, meaning that it does not contain a lot of class

formality, directly into a subject, subjects that are suitable for needs.

d. Available in 24 hours per day, meaning is mastery in the material

depending on the spirit and also the absorption of students, can be

monitored, can be tested with e-test.

14. Disadvantages of E-learning

According to L. Gavrilova (2006: 354), lack of e-learning is a learning

using the e-learning model requires more additional equipment (for

example computers, monitors, keyboards, etc.). The lack of e-learning

described by Nursalam (2008:140), among others, as follows:

a. The lack of interaction between learners and also students or even the

learning themselves.

b. These trends can ignore the academic aspects or also social aspects and

otherwise make the growth of business aspects or commercial.

c. The teaching and learning process tends to be towards training from

education itself.

41

d. Changed in the role of learners from the beginning of mastering

conventional learning techniques, is now also required to be able to

know the learning techniques using ICT (information, communication,

and also technology).

e. The lack of human resources that understand the internet.

f. Lack of mastery in computer language.

g. Access on the adequate computer can be a problem for learning.

h. The learning may be frustrating if it cannot access graphics, images, and

videos due to inadequate equipment (software and hardware).

i. Availability of an infrastructure that can be fulfilled.

j. This information varies in quality and also accuracy so that the guide

and the question features are needed.

15. COVID-19

Coronavirus disease 2019 (COVID-19) is a type of virus (SARS-CoV-

2) that is known to originate from Wuhan, China, and was discovered at the

end of December 2019. Until now it has been confirmed 65 countries have

contracted with this virus. The World Health Organization names the new

virus Severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2) and

names the disease as coronavirus disease 2019 (WHO, 2020). At first the

42

transmission of this virus could not be determined whether it could be

through between humans. The number of cases continues to increase over

time. Finally confirmed that the transmission of pneumonia can spread from

human to human (Relman, 2020). Until now this virus is quickly spreading

still mysterious and research is still ongoing.

COVID-19 infection can cause mild, moderate, or severe symptoms.

The main clinical symptoms are there are fever (temperature>38 degrees

Celcius), cough, and difficulty breathing. Moreover, it can be accompanied

by weight tightness, fatigue, myalgia, gastrointestinal symptoms such as

diarrhea, and other respiratory symptoms. Half of the patients develop

shortness in one week. In severe cases worsening rapidly and progressive,

such as ARDS, septic shock, metabolic acidosis that is difficult to correct

and coagulation system bleeding or dysfunction within a few days. In some

patients, symptoms appear mild, not even accompanied by fever. Most

patients have a good prognosis, with a small percentage in critical condition

even dying. The following clinical syndromes that can appear if infected

(PDPI, 2020).

Quoted from CNBC Indonesia, the government stated the total positive

cases of coronavirus (COVID-19) in Indonesia until Tuesday (4/14/2020)

as many as 4.839 people. The number increased by 282 positive case-

patients compared to the previous day. Government spokesman for

handling COVID-19, Achmad Yurianto said the number of death cases had

43

also increased by 60 people bringing the total to 459 people. The number of

patients recovering reached 426 people, an increase 0f 46 people compared

to the previous day.

With this pandemic, the Minister of Education and Culture Nadiem

Makarim issued a circular handling of the COVID-19 outbreak. The

handling instruction was aimed at the Department of Education at the

provincial, district, and city levels, higher education institutions, higher

education leaders, and principals through SE Number 3 of 2020 concerning

prevention of COVID-19 on the education unit. In circulars listed 18

instructions that must be obeyed by the education unit (cited in CNN

Indonesia, 2020).

B. Previous Study

Previously, to avoid unnecessary replication, the writer reviewed

several studies that have correlated with this study. The researcher can make a

comparison of the result of each strategy used by the teacher in the English e-

learning class method, and also the researcher can conclude what extend the

strategy helps the teacher in e-learning classes.

Several studies are relevant to this research, including Fitri Yani (2016)

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

44

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.

Al-maqtri (2014) 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

45

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.

46

CHAPTER III

RESEARCH METHODOLOGY

In this chapter the writer would like to explain the methods of this research. It

consists of the type of the study, research setting, the source of the data, the technique

of data collection, the technique of data analysis, and the validity of the data.

A. Type of the Study

In this research, the writer used descriptive qualitative research that

focuses on the teacher’s strategies on English e-learning classes. It describes

the technique used by the teacher in MTs Sudirman Getasan. Qualitative

research is used to describe and analyze the abilities, forms, uniqueness,

variations of words produced by teachers in e-learning classes.

According to Creswell (2014:2) qualitative research is a research with

an approach to understanding the meaning of individual or group and exploring

social or human problems. Furthermore, Sutopo and Arief (2010:1) writes that

qualitative is a study aimed at doing a description and analysis of a

phenomenon, event, social activity, attitude, perception of each individual or in

a particular group. This type of research was inductive, where data at the

location would be the main source of the phenomenon and problems in the

observation process.

So it can be concluded that descriptive qualitative trying to describe a

social phenomenon in the form of words. The main purpose of descriptive

47

research is to describe the state of view as it exists today. Simply stated, this is

a fact-finding investigation. In descriptive research, conclusions can certainly

be accepted, but it doesn’t build a cause and effect relationship.

B. Research Setting

1. Research Place

The research location was the coverage area on which the research is

based. In this study, because of the existence of COVID-19, which requires

learning activities to be online learning, so the researcher conducted this

research in terms of the teaching strategies of English teachers at MTs

Sudirman Getasan with online method.

2. Research Time

This research was conducted from the beginning to the end of April

2020. With the enactment of WFH (Work From Home) so researcher

conducted this research by online. The researcher also conducted directly

interviews on April 21, 2020.

3. Research Subject

The selection of subject is based on the uniqueness of the case. In this

study, the subject taken are someone related to English. Because here the

researcher will analyze the teacher’s strategy in teaching English, obviously

the subject taken are English teacher. The research subjects are two people,

they are Fitri Ariyani, S. Pd. I. and Sri Suharmi, S. Pd. I., as an English

teachers at Mts Sudirman Getasan.

48

C. Source of the Data

1. Data

Data is interpreted as a representation of information or notes on a

collection of facts in the form of text or numeric forms (sequence of

numbers, letters, images, etc.). According to Mohajan (2016:31) normally,

data is structured but does not cover any information for using it in certain

contexts. Data in this research were in the form or written text in the field

notes, and interview transcipt. Data is an important aspect in conducting

qualitative descriptive research. From these data, researcher obatined

information about the teacher’s strategy in teaching English using e-

learning classes at MTs Sudirman Getasan.

2. Data Source

Data source is a person, something, or a place that provides information

related to research. According to Moleong (1989:97) the primary data

sources in qualitative research is words and actions. More than that is

additional data such as documents and other. The primary data sources in

this research were interview and WhatsApp chat from English teachers at

MTs Sudirman Getasan.

D. Technique of Data Collection

In this research the data was collected using observation, interview, and

documentation.

49

1. Observation

Gor man and Clayton (2005:40) defines observation is a study that

involves a systematic recording of a phenomenon or a certain behavior that

can be observed in the natural environment.

Observation is one way of collecting data by someone with the intention

that someone can feel and then understand the knowledge of a phenomenon.

The number of periods and the length time in the observations made

depends on the type of data collected. In this case, the researcher observed

the way the teacher teaches English with e-learning classes through videos

that have been made by the teacher.

2. Interview

For a study, interviews or question and answer sessions are one of the

best ways to learn or explore profound information from someone. An

interview is a conversation that aims to gather information in a description

of the life of the person being interviewed in connection with the

interpretation of the meaning of the ‘described phenomena’ (Kvale,

1996:174). Furthermore, Schostak (2006:54) adds that interviews are

extended conversations to get in-depth information about a particular topic

or subject, and through which phenomena can occur and be interpreted in

the sense of meaning carried by the person being interviewed. In this case,

the interview was done in the middle of a pandemic by face to face interview

50

when the teacher got a picket schedule at school. This interview was

conducted to get an oral response from English teachers.

The interview design and the expression of questions will affect the

depth and freedom of the subject in response. Several interviews encourage

long and detailed reports while others are designed to obtain a short and

specific response. Based on (Edwards & Holland, 2013; Stuckey, 2013; Gill

et al., 2008; Jamshed, 2014; DiCicco-Bloom & Crabtree, 2006), there are

three types of general interviews including; structured, semi-structured, and

unstructured interviews.

In this case, the researcher used structured interviews with English

teachers at MTs Sudirman Getasan. Interviews were conducted to obtain

accurate responses and information about the strategies used in teaching

using the e-learning class method. The function of the interview in this

study is to check the data and ensure that the data is truly valid.

The list of interview questions:

a) Bagaimana pendapat Ibu tentang pembelajaran e-learning?

(what do you think about e-learning?)

b) Apakah materi yang disampaikan masih sama dengan silabus yang

lama atau tidak?

(did the material presented are the same as the old syllabus or not?)

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c) Strategi apa saja yang ibu lakukan/gunakan untuk mengajar bahasa

Inggris terkait kemampuan mendengarkan, berbicara, membaca, dan

menulis dengan metode kelas e-learning?

(what strategies did you use to teach English regarding to the listening,

speaking, reading, and writing skills with e-learning classes method?)

d) Sejauh mana strategi yang digunakan Ibu membantu dalam mengajar

bahasa Inggris dengan kelas e-learning?

(to what extent did the strategy you use help in teaching English with e-

learning classes?)

3. Documentation

Documentation comes from the word documents, which means goods-

written items. In carrying out the documentation method, researchers

investigate written objects such as magazines, notes, diaries, documents,

minutes of meetings, regulations and so on (Arikunto, 2010:201).

Furthermore, Arikunto (2010:274) writes the documentation method can be

implemented by (a) Guidelines for documentation which contains the

outlines or categories for which you want to look up data. (b) Check-list

research using this documentation method was used by the researcher to

obtain data in the form of photos which would be evidence that the

researcher properly conducts the research. In this case, the researcher made

a note, took photographs, and took a screenshoot chat as proof of teaching

learning activity.

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E. Technique of Data Analysis

This study used qualitative data analysis techniques. Data analysis is an

integral part of the research process which is poured either in writing or not.

Study with a qualitative approach, the focus of the research problems demanded

researcher conduct systematically, deep, and meaningful assessment as

confirmed by Burgess below. “In qualitative research, all investigators or

researchers focus on the problems studied, guided by the conceptual or

theoretical framework” (Sudarwan Dnim and Dervish, 2003:262).

Data analysis in qualitative research is often carried out simultaneously

or together with data collection. Then, Sirajuddin (2010:283) stated that the data

analysis in this study included several steps or stages; coding, data reduction,

data display, and make conclusions or interpretations. More clearly as follows,

1. Coding

In qualitative research, data coding plays an important role in the

process of data analysis and determining the quality of data abstraction of

research results. Codes in qualitative research are short words or phrases

that symbolically summarize, highlighting the message, capturing the

essence of a portion of data, this encoding can be based on language or

visual data. With simpler language, codes are short words or phrases that

contain the essence of a data segment.

In research, the researchers can analyze some data that is coded such as

meaning statements, behavior, events, feelings, action of the informant, and

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others depend on what contained in the data segment faced with. In this

stage after obtaining data, researcher collected data by placing all units that

have the same code. This would made it easier when reading data, in short

with this coding researcher could be underling significant data that

appropriate to the research topic.

Table 3.1

Coding of teacher and strategy

No. Sources Coding

1. Teacher 1 T1

2. Teacher 2 T2

3. Skill Sk

4. Strategy St

5. Material Mt

6. E-learning Model Em

2. Data Reduction

Reducing data means summarizing, choosing the main thing, focusing

on the things that are important, as well as being sought theme and pattern.

Thus the reduced data will provide a clearer view, and make it easier for

researchers to conduct further data collection, and look for it if necessary.

Data reduction can be assisted with equipment, such as computers,

notebooks, and so on. In reducing data, the researcher will be guided by the

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objectives to be achieved. In this stage, the researcher obtained data from

interviews with the teacher, which shows how the teacher’s strategies on

English e-learning classes. In this step, the required data is entered while

irrelevant data is not used.

3. Data Display

After the data is reduced, the next step is presenting data. According to

Miles and Huberman (2014:249), the most frequently used to present data

in qualitative research is with narrative text. With the presentation of data,

it will make it easier to understand what is happening and plan the next

work based on what has been done understood. In this study, the researcher

displayed data using an essay, this is the most commonly used display in

qualitative research.

4. Drawing Conclusion

The conclusion is the final stage in data analysis. The conclusion in

qualitative research is new findings that have never before existed. Findings

can be in the form of description or description of an object before still dim

or even dark, so after being investigated becomes clear. This conclusion can

be either a casual relationship or an interactive, as well as hypothesis or

theories. In the conclusion stage, the researcher began to see and examine

all data then tell the story by making a relationship between the story so that

the researcher got the results and conclusions from the study.

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F. Validity of the Data

Validity refers to the ability of data collection instruments to measure

what has to be measured, to get data relevant to what is being measured

(Dempsey, 2002:79). In other words an instrument is considered to have

validity high if the instrument can be used as a tool to measure something

precisely. Validity is a characteristic that must be owned by the measurement

instrument because it is directly related to whether the data can be trusted or

not. In this study, researcher tried to acquire data validity. The researcher was

chose triangulation to check the validity. Triangulation is interpreted as a data

collection technique that combines various data collection techniques and

existing data sources (Sugiyono, 2012:83). The purpose of the data collection

technique with triangulation is to find out the data obtained widespread,

consistent, and certain.

According to Patton on (Sutopo, 2002:78-82) stated that there were four

triangulation techniques, namely:

1. Triangulation of data is the same or similar data. It will be more steady the

truth when excavated from several different data sources.

2. Triangulation researchers are the results of research both data or

conclusions about certain parts or as a whole can be tested for validity from

several researchers.

3. Triangulation methodology is carried out by a researcher by collecting

similar data but by using different techniques or data collection methods.

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4. Triangulation of theoretical is carried out by researchers using more than

one theory in discussing the problems studied.

In this study, the researcher used data triangulation. In this data

triangulation was carried out by comparing the results of observation analysis,

interviews, and also documentation.

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CHAPTER IV

FINDING

In this chapter the researcher presents the result of the data presentation and findings

in the study itself. It presents the strategies used by the teachers in learning English

with e-learning classes during the COVID-19 pandemic at MTs Sudirman Getasan and

the result of an interview about the strategy in teaching English e-learning process.

A. Data Presentation

Teachers’ strategies on English e-learning classes according to the results of

observations and interviews that have been conducted with English teachers

about the strategies used in teaching English e-learning classes during the

COVID-19 pandemic there are several strategies used by the teacher in teaching

according to the material used.

1. Strategies of Teacher 1 (St of T1)

Table 4.1

No. Coding Information

1. T1 Teacher 1 (FA)

2. Sk Writing

3. St Writing: planning, drafting, editing

4. Mt Simple past tense, recount text

5. Em Web based-learning, and virtual education

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FA as a teacher at MTs Sudirman Getasan said that there are some

strategies used in teaching English e-learning classes during COVID-19

pandemic, one of the strategies is using video

“ ……….ada beberapa strategi yang saya gunakan dalam mengajar

bahasa Inggris selama pandemi COVID-19, salah satunya adalah

menggunakan video (there are several startegies that I used in teaching

English during the COVID-19 pandemic, one of them was using video).

Following the syllabus in delivering recount text material, before the

teacher conveys the tenses used in making recount text in advance, that is

simple past tense. FA makes videos related to the material to achieve

student understanding. In the video, the teacher gives a simple past tense

p