Therefore, the teacher must manipulate several strategies to support the teaching and learning process. What are the teacher's strategies in English e-learning classes during the COVID-19 pandemic in Bina Bersaudara Medan. In this research, the researcher limited the problem, especially to investigate the teacher's strategy in teaching English using e-learning during the COVID-19 pandemic that was in Indonesia.
This current study can be used as a reference for the teacher in implementing strategies especially in teaching English in the online classroom during Covid ’19. In this strategy, the teacher's role shifts from speaker to facilitator.
Teaching Approach
Teaching Methods
Therefore, these strategies can help the teacher in delivering materials and managing the classroom during the teaching and learning process. There are two main types of teaching methods: the non-participatory method and the participatory method. Non-Participative Method: In this type of method, the teacher casts himself in the role of a master of the subject matter.
Participatory methods: This refers to the way in which teachers and students are in constant interaction, active involvement and continuous exchange of views and ideas in the overall teaching and learning.
Online Learning
The Definition of Online Learning
For the purposes of this article, online learning refers to learning that is mediated through the Internet. In addition, Gilbert (2015) "online learning appeals to a variety of learners and is becoming more common in settings from elementary schools to high school and into post-secondary education". The advantages of applying this online learning are accessibility, personalized learning, develops cognitive abilities, cost-effectiveness, and promotes research, basic computer skills, equal opportunities for all, self-pacing and globalization.
However, online learning also has some disadvantages such as poor communication, feeling isolated, lack of motivation, lack of resources, lack of quality, poor accessibility in remote areas. Additionally, Matchell (2014) also revealed that online courses often lack face-to-face interaction, peer interaction, faculty feedback, and a lack of community. In addition, Gilbert (2015) explained that “online courses offer students a great way to expand their educational opportunities and stay competitive in the ever-challenging field of education.
Moreover, in online teaching and learning, there are different types of online learning that can be applied in teaching in explaining the material. The knowledge base type is a series of lessons published on the website that provide general learning instructions for a learner to follow, with no support available. Asynchronous training is training where the lessons do not take place in real time, but the students are provided with content on a regular basis.
There is a predetermined time to log into the online education environment and participants can communicate directly with the teacher and other group members.
Teacher’s Role in Online Learning
Online support type is a modified version of the knowledge base, where the support is available, so there is a discussion board, web forum or other communication means available to get support on some topics. Following instructional strategies will improve the online learning environment and increase student engagement, retention, and satisfaction. Furthermore, Pushpanathan (2012) also pointed out that the teacher becomes as much a part of the learning process as their students as they learn to work in a facilitative and collaborative e-learning environment.
There are three main activities that small group teachers need to manage simultaneously: managing the group, managing activities, and managing the learning process. In many small group teaching situations, the role of the teacher is to reduce the hardware and software. There are often other costs that are often not taken into account when deploying e-learning projects. Key among these are the costs of infrastructure support and maintenance, and the appropriate training of staff to enable them to get the most out of the technology.
Therefore, he also said that the teacher must be able to take on a variety of roles and skills to suit specific situations, often during the same teaching session. Other roles that can be assumed include that of: the instructor who conveys information to the students, the neutral chairperson, the consultant from whom students can ask questions, the devil's advocate, the commentator, the wanderer, such as in a larger workshop, and the absent friend. From the elaboration above, the researcher concluded that in teaching and learning processes, especially in online learning, the teacher must use the appropriate strategy.
So, through the selection of the best strategy, approach and method, the teacher will be helped in explaining the material, managing the classroom via the Internet and checking the work of the students.
Covid ’19 Pandemic
Therefore, the use of online learning is one of the alternative ways in this era where the country has a major pandemic. It aims that the learning activity can still be continued, but without face-to-face explanation in the classroom. Besides that, the students will not be at the forefront of the lesson or the information about the world.
Previous Studies
The following previous study was conducted by Amjah (2014) with the research title “a study of teacher's strategies to develop students' interest in learning English as a second language”. The purpose of this study is to investigate teachers' strategies to attract students' interest in learning English as a second language. In addition, the result of the study showed that there are some strategies that teachers mostly used in developing students' interest in learning English, such as the use of ICT, music and media.
Regarding the findings, we hope that teachers will be able to stimulate more students' interest and increase academic achievement in English language learning. The last previous study was researched by Aini and Azizah (2019) with the study titled “English teachers' teaching strategy in the fourth grade of SD Negeri Kowel 3 Pamekasan curriculum 2013. The aims of this study were to know how the English teacher formulates the strategy in English language teaching-learning and how to realize it while English is not one of the Core Curriculum in 2013 at SMP Bina Bersaudara Medan.
Moreover, the findings of the study indicated that the English teacher used the previous curriculum, School-Based Curriculum (SBC), as the basis for the English teaching-learning process, while the subject was not included in the 2013 curriculum. While the English teacher implements the commonly used Audio Lingual Method (ALM) through revision exercises at the beginning of the lesson. The researcher plans to find out the teaching strategies used by teachers in teaching English, especially in online learning during Covid '19 in high school.
There are some differences between the previous study and the research conducted by the researcher, such as the sample of the study, which is taken from different schools, and the instruments, for example, the researcher uses the interview sheet and documentation about the teachers'.
Conceptual Framework
As a result, these previous studies contribute theories, ideas and instruments to conduct this study. In this research, the researcher intends to focus on the strategies that are mostly used in online teaching and learning, especially in high school English classes. Implementing appropriate strategies in the classroom also helps both teachers and students achieve learning goals.
In this case, teachers will be assisted by teaching strategies in delivering their material so that students can understand it more easily. Teachers also encounter difficulties in choosing strategies suitable for the needs of students and also encounter difficulties in implementing them if they do not have enough experience with technology or even schools do not provide good enough environments because the activity is carried out in the online classroom. Therefore, this study seeks to know the strategies that teachers implement in online learning, especially in English learning, and how they implement them in the online classroom.
The following is the conceptual framework of this study in order to make it easy for the readers to understand what the study did.
RESEARCH METHOD
- Research Design
- Subject and Object
- Source of The Data
- The Instrument of Collecting Data
- The Technique of Colleting Data
- The Technique of Analyzing Data
- Validity
These schools were chosen because the researcher wanted to know the strategies of teachers in teaching English during the Covid ’19 pandemic, in which teaching and learning takes place online. Therefore, since the implementation of WFH (Work from Home), the researcher has conducted the research online. In this study, there are two English teachers in this school who will be the participants analyzed by the researcher.
Therefore, the researcher wants to know what the teachers' strategies in teaching English, how the teachers choose and implement the strategies in teaching and learning online during Covid '19 especially in the teaching of English. The instrument of this research is the researcher himself because the research is the qualitative research. The researcher has the main role in searching for the data or information related to teachers' strategies in teaching English on online learning class that the researcher focused on.
In this observation, the researcher observes the teacher while teaching in an e-learning class and finds out how the teacher used learning strategies in teaching English. In this research, the researcher used an observation sheet that lists activities that may have occurred in an e-learning classroom. An observation sheet used by the researcher as a checklist (Yes/No) was recorded to describe the activities in the e-learning class.
In this case, the researcher took notes, took photos, and chat with screenshots as evidence of the teaching of the learning activity. In this study, the researcher used data analysis techniques based on Ary, which includes three steps: organizing data, summarizing data, and interpreting data. Bogdan and Biklen in Ary suggest that the researcher can actually begin data analysis in the field while collecting data.