Abstract
During the Covid-19 pandemic, many teachers and students were doing the teaching and learning process from home. They experienced many problems during the remote instruction. Therefore, the objectives of this research were to investigate the teachers' perceptions and obstacles in the process of teaching and learning English by using online learning during the Covid-19 pandemic. The method used in this research was mixed method, combining quantitative and qualitative methods. The instruments used were a set of questionnaire and interview. The data collected from the questionnaire was analyzed using descriptive statistic. In addition, the interview result was analyzed qualitatively to describe the obstacles. The result in the questionnaire indicated that most of the teachers were against the implementation of online learning, i.e. 55.45% and 44.54% teachers were in favor of this method of instruction. The problems can be categorized into technical and situational problems. These problems can be resolved depending on teachers' teaching experience, condition, and situation. Teachers can give the learning module to the students, and the teachers must be creative in delivering the teaching material. In addition, parents' support is very crucial for maintaining students’ motivation, enthusiasm, and expression during online learning.
Highlights
Because teaching is such a personal activity, it's not unexpected that various teachers have quite diverse perspectives and assumptions about what makes good instruction
The situational obstacles are an inability to explain the material to the students effectively because they could not meet the students in person and an inability to know students' enthusiasm, motivation, and expression
The teachers reported that, for the technical obstacles, the teachers and students used the internet data provided by the government efficiently, used Wireless Fidelity (Wi-Fi) with high speed to maintain the signal quality, and students asked their friends about the learning material and received extra time to submit the assignment
Summary
Because teaching is such a personal activity, it's not unexpected that various teachers have quite diverse perspectives and assumptions about what makes good instruction. Teaching effectiveness is often dependent on the personality and individual talents of the instructor (Estes, Welch, & Ressler, 2005). They have their ideas in delivering the teaching and learning process. The relevance of language acquisition for employability, education, skill development, travel, enjoyment, cultural understanding, and communication has been acknowledged by the majority of English instructors (Guilherme, 2007). They need to play a role in the context of the educations curriculum. According to Guilherme (2007), knowing how teachers learn in the curriculum context represents an opportunity to simultaneously evaluate teacher learning, classroom practice, and student learning
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