Abstract
During the pandemic of COVID-19, remote learning has been very highlighted. This environment creates huge challenges especially to those teaching in remote areas. Drawing on them, this descriptive qualitative study aims to explore teaching strategies applied there. In collecting the data, interviews and questionnaires were given to two English teachers of a Junior High School in Aranio, Banjar Regency. The results show that they have to face some challenges such as the limitedness of internet access and low motivated students when implementing remote learning. Due to this condition, they need to survive by making some efforts such as creating and using interesting teaching modules, coordinating with the related parties, carrying out blended learning, conducting home visit and setting up offline classes because of no possibility for online learning. Through this study, other teachers are kindly informed on the applicable teaching strategies to create effective remote learning experiences in remote areas.
Highlights
The pandemic of COVID-19 declared as a global pandemic has affected many sectors including education
The method used in writing this study is descriptive qualitative method, to expose how teachers in remote area survive in remote learning environment during the COVID-19 pandemic
These two teachers were selected because the researchers got their phone number and could contact them. It definitely increases the feasibility of this study. They teach at a school which is located in Aranio, one remote area in Banjar Regency, South Kalimantan
Summary
The pandemic of COVID-19 declared as a global pandemic has affected many sectors including education. A number of schools are closed and students are sent home in order to prevent the spread of corona virus. The concept of studying from home are newly introduced by the Circular of the Ministry of Education and Culture No 4 of 2020. Remote learning brings some challenges and urge teachers to find some applicable teaching strategies to deal with it. It is brought to the surface and highligted since it must be carried out to keep teaching and learning process going. The COVID-19 pandemic does shift face-to-face interaction in physical classroom to remote learning
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