Aulia Nabilah 23030160178 Tbi

THE TEACHERS’ IMPLEMENTATIONS OF DISTANCE
LEARNING DURING THE COVID-19 PANDEMIC

AT SMP N 3 BRINGIN
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the

Requirements for Degree of Sarjana Pendidikan (S.Pd)
By:
AULIA NABILAH
23030 16 0178
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) OF
SALATIGA
2020
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MOTTO
“Hopefully my Lord will give me a clue to nearer the truth than it”
-QS. Al Kahfi 24-
“I can do it! Because I have the power to do more”
-Gontor Darussalam-
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DEDICATION
This graduating paper is dedicated to:
1. Allah SWT and Prophet Muhammad SAW who always takes care of me,
listens to me, and gives me the best thing ever.
2. My beloved parents M. Agus Faro’i and Siti Aliyah, thanks for your
praying, guidanceand kindness.
3. My sisters Ulyaa Romiz and Aulia Bilqis.
4. My all teachers who taught me.
5. Teachers of SMP N 3 Bringin especially Drs. Ahmad Zamroni, Erny
Ernawati, S.Pd., Siti Aliyah, S.Pd., Eko Endarmoko, S.Kom., and Aang
Hunaefi who have been willing to be interviewed for my research.
6. All of my great friends:OPPAITREN, S Squad,and mas Naja,thanks for
always supporting me.
7. My friends in Ciwi-ciwi: Pramadhita A, Kunti Rusdiana, and Mariya Ulfa.
8. All of my friends in English Education Department 2016.
9. My best part who always praying and supporting me, Rahmanto Tri Wisnu
Wardhana.
10. My KKN Family in Ngipik, Tegalsari, Magelang.
11. My PPL Family in SMPN 2 Ambarawa.
12. All my friends. Thanks for the chance to know you all.
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ACKNOWLEDGEMENTS
Assalamu’alaikum. wr . wb.
Alhamdulillahirobbil’alamin, all praise be to Allah SWT, who always
blessesand helps the writer so the writer can finish the graduating paper. Then, bless
and mercy is upon great Prophet Muhammad SAW for his guidance that leads the
writer to the truth.
However, this paper will not be finished without support and
encouragementfrom several people and institution. Hence, the writer would like to
express gratitude to:
1. Prof. Dr. Zakiyuddin, M.Ag. the Rector of State Institute for Islamic
Studies(IAIN) Salatiga.
2. Prof. Dr.Mansur, M.Ag. the Dean of Teacher Training and EducationFaculty
of State Institute for Islamic Studies (IAIN) Salatiga.
3. Norwanto, M.Hum., Ph.D. the Head of English Education Department of
Teacher Training and Education Faculty of State Institute for Islamic Studies
(IAIN) Salatiga
4. Mr. Hanung Triyoko, S.S., M.Hum., M.Ed, as the counselor who has given his
great attention, suggestions, and guidance, so this paper was finallycompleted.
5. All of the lecturers in IAIN Salatiga, thanks for teaching me and given a lot of
their worth knowledge to me along of my study in this Institute.
6. All official staff of State Institute for Islamic Studies(IAIN) Salatiga.
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ABSTRACT
Nabilah, Aulia. 2020.The Teachers’ Implementations of Distance Learning During

The COVID-19 Pandemic at SMP N 3 Bringin. A Graduating Paper,
English Education Department,Teacher Training, and Education
Faculty, State Institute for Islamic Studies Salatiga. Counselor: Mr.
Hanung Triyoko, S.S., M.Hum., M.Ed.
Keywords: Implementation, Distance Learning, COVID-19 Pandemic, Qualitative
Research
The research is about the teachers’ implementations of distance learning

during the COVID-19 pandemic at SMP N 3 Bringin. The objectives of this
research are (1) to identify theteachers’ implementations of distance learning during
the COVID-19 pandemic (2) to find out thestrategies and media did the teacher use
in implementing learning using distance learning during the COVID-19 pandemic.
The method of the research was Qualitative Research with descriptive qualitative
method, there are interview, coding, classifying, and documentation. This study
found thatdistance learning is learning activities carried out indirectly and requires
appropriate media so that learning can take place. The implementation Distance
learning has several advantages and disadvantages. However, more disadvantages
than advantages. This is because it’s the first time of implementation distance
learning is carried out during the COVID-19 pandemic. In addition, other factors
that cause the weaknesses of distance learning in terms of geography, human
resources, and the economy are still weak. However, learning can still take place
even though the results obtained are not optimal. The implementation of distance
learning during COVID-19 pandemics must use appropriate strategies and media.
The right strategy in a COVID-19 pandemic condition is giving students the task of
watching television and implementing reporting activities via mobile phones
(WhatsApp). Besides being used to report the results of activities, Whatsapp is also
used to receive assignments from the teacher as well as student feedback in carrying
out activities. Other media used by teachers and students are Google Form, Zoom,
Facebook, and YouTube. The expectation, of using strategies and media during
COVID-19 can assist in the implementation of distance learning. Other
expectations, pandemic COVID-19 coming to an end, as a usual learning process
through face to face.
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TABLE OF CONTENTS
TITLE .......................................................................................................... i
DECLARATION AND PERMISSION FOR PUBLICATION ...................... iii
ATTENTIVE CONSELOUR’S NOTE ......................................................... iv
A GRADUATING PAPER ........................................................................... v
MOTTO ....................................................................................................... vi
DEDICATION ............................................................................................. vii
ACKNOWLEDGEMENTS ......................................................................... viii
ABSTRACT. ................................................................................................ x
TABLE OF CONTENTS ............................................................................. xi
LISTS OF TABLE ...................................................................................... xiv
LISTS OF APPENDICES ............................................................................ xv
CHAPTER I INTRODUCTION
A. Background of the Research ............................................................. 1
B. Problem of the Research ................................................................... 5
C. Objectives of the Research ............................................................... 5
D. Limitation of the Research ................................................................ 5
E. Significance of the Research ............................................................. 6
F. Definition of the Key Terms .............................................................. 7
G. Method of Research........................................................................... 10
H. Technique of Data Analysis .............................................................. 11
I. Validity of the Data ........................................................................... 13
J. Graduating Paper Outline ................................................................. 14
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CHAPTER II THEORITICAL FRAMEWORK
A. Theoretical Framework ..................................................................... 15
1. Implementation ............................................................................. 15
2. Distance Learning ......................................................................... 16
a. Definition of Distance Learning .............................................. 16
b. Purpose of Distance Learning .................................................. 17
c. Advantages of Distance Learning ............................................ 18
d. Disadvantages of Distance Learning ........................................ 19
3. Pandemic ..................................................................................... 21
a. Definition of Pandemic .......................................................... 21
4. COVID-19 ................................................................................... 22
a. Definition of COVID-19 ........................................................ 22
B. Review Previous Study...................................................................... 23
CHAPTER III RESEARCH METHODOLOGY
A. Design of the Research ...................................................................... 26
B. Setting of the Research ...................................................................... 27
C. Subject of the Research ..................................................................... 28
D. Source of the Data ............................................................................. 28
E. Technique of Data Collection ............................................................ 28
F. Technique of Analyzing the Data ...................................................... 29
G. Data Validity Checking ..................................................................... 33
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CHAPTER IV RESEARCH FINDING AND DISCUSSION
A. Research Finding ............................................................................... 35
B. Discussion ........................................................................................ 47
CHAPTER V CLOSURE
A. Conclussion ............................................................................................. 50
B. Recommendation ...................................................................................... 51
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
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LIST OF TABLE
Table 1.1Interview Questions Table .............................................................. 29
Table 1.2Interview Results Table .................................................................. 32
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LIST OF APPENDICES
Appendix 1 Documentation of research papers
Appendix 2 Graduating paper consultation sheet
Appendix 3 Certificate of Activities
Appendix 4 Interview Guideline
Appendix 5 The Data of the Interview Result to the Teachers
Appendix 6 Table of Coding
Appendix 7 Research Documentation
Appendix 8 Curiculum Vitae
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CHAPTER 1
INTRODUCTION
This chapter, the researcher presents background of the research,
problem of research, objectives of research, limitation of the research,
significances of research, definition of the key terms, method of research,
technique of data analysis, validity of the data and the outline of graduating
paper.
A. Background of the Research
Learning is the process of student interaction with educators and
learning resources in a learning environment that includes teachers and
students who exchange information. According to Smith (1962:260)
learning is the acquisition of new behavior or strengthening or weakening
of old behavior as the result of experience. David (1996:86) states that
learning, as the process whereby an organism changes its behavior as a
result of experience. Experiences can be gained from learning because
students can get knowledge and skills that are very important for students’
life. Based on the definition above, it can be concluded that learning is the
acquisition of a new behavior, that occurs as the result of relatively
permanent changes and the organism’s experience or practice. In other
words, understanding learning is a process to help students to be able to
learn well.
The method is a procedure or way taken to achieve certain goals.
Then there is another term that is closely related to these two terms, namely
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technique, which is a specific way of solving certain problems found in
carrying out procedures. According to Harmer (2007), the method is the
practical result of the discussion. The method includes decisions about the
types of activities, the teacher and students, the variety of material that is
suitable, as well as several models of organizing the syllabus.In teaching
and learning activities, the method required by teacher so that its use is
what it wants to achieve after until it ends. It can be concluded that the
method learning is a method or stage used in interaction between students
and educators to achieve learning objectives which has been determined in
accordance with the material and mechanism of the method learning.
According to Clay (1999), distance learning is institution based
formal education where students and instructors are in separate locations
so that they need an interactive telecommunications system to connect the
two and the various resources needed in it. Distance learning has become
a vividly developing area of research and practice in the past two decades
after the first online class was launched in 1994 (Levy:2003), rapid
developments took place towards the implementation of distance learning.
Research on distance learning emerged in the 90s with a series of studies
investigating work emerging technologies (Dede:1996), cyberspace based
learning communities and instructors' support (Palloff:1999). In Indonesia,
distance learning will be applied when students and teachers cannot face
to face in class because of unexpected obstacles. As has been experienced
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by the people of Indonesia today and even the world, namely the COVID-
19 pandemic which led to the implementation of distance learning.
As we all know, Indonesia and even the world is being tested for
the arrival of a pandemic. Pandemic is a global epidemic. According to the
World Health Organization (WHO), a pandemic is declared when new
diseases spread throughout the world beyond the limit. The term pandemic,
according to the KBBI, is interpreted as an outbreak that is contagious
everywhere covering a wide geographic area. In the most classical sense,
when an epidemic spreads to several countries or regions of the world.
Outbreaks of diseases that fall into the pandemic category are infectious
diseases and have a continuous infection line. So, if there are cases in other
countries besides the country of origin, it will still be classified as a
pandemic.
There are many examples in history, most recently there was the
COVID-19 pandemic. This flu-like pandemic was declared by WHO on
March 12, 2020. COVID-19 started as an epidemic in China before it
spread throughout the world in a matter of months and became a pandemic.
According to Stefan (2020:2), coronavirus COVID-19 pandemic, a disease
caused by the SARS-CoV-2 virus, continue to grow, the cytology
laboratory must also brace itself to continue to offer the best service to
patients, while protecting its technicians, technologists, trainees, and
pathologists.
3
Recently, a series of public health measures have been taken to
reduce the spread of the disease. These “social distancing” measures vary
somewhat by state and city but are generally wide-ranging. They include
canceling sports, music, cultural and even political events; the closing of
gyms, schools, and colleges; recommendations to work from home, to
avoid discretionary travel, and to avoid eating or drinking in bars,
restaurants, and food courts; and avoid social gatherings in groups of more
than 10 people.
With the emergence of a COVID-19 pandemic in the world,
especially in Indonesia, a circular number 4 of 2020 was published
concerning the Implementation of Educational Policy in the Emergency
Spread of Coronavirus Disease (COVID-19). Following up on the circular,
the Office of Education, Culture, Youth and Sports took action to realize
distance learning in Indonesia starting in March. Seeing these events, the
teacher must take quick action to overcome the pandemic that is
happening. Thus the teacher is required to master Internet Technology in
order to follow up distance learning, especially in SMP N 3 Bringin.
Therefore, the researcher formulate a research study entitled “THE
TEACHERS’ IMPLEMENTATIONS OF DISTANCE LEARNING
DURING THE COVID-19 PANDEMIC AT SMP N 3 BRINGIN”.
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B. Problem of the Research
Based on the background of study, the researcher formulates some
statements of the problems as follows:
1. How are the teachers’ implementationsof distance learning during the
COVID-19 pandemic at SMP N 3 BRINGIN?
2. What strategies and media did the teachers’ use in implementing
learning using distance learning during the COVID-19 pandemic at
SMP N 3 BRINGIN?
C. Objectives of the Research
Dealing with the statement of the problems above, the researcher
intends to achieve some objectives through the study as follows:
1. To identify theteachers’ implementations of distance learning during
the COVID-19 pandemic at SMP N 3 BRINGIN
2. To find outthestrategies and media did the teacher use in implementing
learning using distance learning during the COVID-19 pandemic at
SMP N 3 BRINGIN.
D. Limitation of the Research
This research focuses on the teachers’ implementations of distance
learning during the COVID-19 pandemic at SMP N 3 BRINGIN. The
researcher limits the data of the study about teachers. The researcher only
analyzes the teachers' implementations of distance learning during the
COVID-19 pandemic.
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E. Significance f the Research
This research is directed to present theoretical and practical
significance.
1. Theoretical Benefits
This research is expected to be able to study the implementation
of teachers at SMP N 3 BRINGIN on distance learning. Especially
during COVID-19 pandemic situation.
2. Practical Benefits
a. For lecturer
This research not only contains theteachers' implementation,
but also the what the strategies and media teachers use in
implementing learning using distance learning methods during the
COVID-19pandemic in conveying English material. Therefore,
lecturers can use data to be used in the conveying English material.
b. For teachers
This research provides theories, examples, and data related to
learning methods used to solve problems in teaching and learning.
The teachers can use this research as reference material to complete
the learning material happening.
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c. For researcher
This research can provide guidelines for the next researchers
to develop the use of learning methods when there are obstacles in
the teaching and learning process.
F. Definition of Key Terms
The researcher defines some of key terms used in the study, in
order to avoid misunderstanding about those terms, here is the list of
definition which has been conducted by the researcher.
1. Implementation
The definition of implementation according to the Indonesian
Big Dictionary (KBBI) is the act of applying. According to Badudu
(1996:1487),the implementation is an act of practicing a theory,
method, and other things to achieve certain goals and for an interest
desired by a group or group which has been planned and arranged
beforehand, and implementation is a thing, way or result. As for Ali,
(1995: 1044), implementation is practicing, pairing. Based on this
understanding it can be concluded that implementation is an action
carried out individually or in a group with the maximum to achieve the
goals that have been formulated. According to Wahab (1990:45), the
elements of application include:
1. The program is implemented
2. The existence of a target group, namely students who are targeted
and expected to receive benefits from the program.
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3. The implementation, both groups or individuals who are
responsible for the management, implementation and supervision
of the implementation process.
2. Distance Learning
According to Clay (1990), distance learning is institution based
formal education where students and instructors are in separate
locations so that they need an interactive telecommunications system to
connect the two and the various resources needed in it. Levy (2003)
state that distance learning has become a vividly developing area of
research and practice in the past two decades after the first online class
was launched in 1994, rapid developments took place towards the
implementation of distance learning. According to Dede (1996),
research on distance learning emerged in the 90s with a series of studies
investigating work emerging technologies, cyberspace based learning
communities and instructors' support.
Distance or online learning is becoming one of the most widely
embraced ways of a delivery program for many education
sectors.Watson (2011) state that schools, where all or most teaching and
learning take place in online courses, are classified under a specific
category called Virtual Schools.According to Dobrovolny (2015), these
schools use the advantages of online learning to create holisticschool
organizations. Berge (2005) state, they differ from traditional schools,
as students do not meet with teachers and other students in a physical
8
space; most teaching, learning, and interaction occur in an online space.
Barbour (2009) claimed even in Some virtual schools, they allow the
students to take all of their schoolings through the online organization
known as primarily North American phenomenon.
3. Pandemic
Pandemics are for the most part disease outbreaks that become
widespread as a result of the spread of human-to-human infection.
There have been many significant disease outbreaks and pandemics
recorded in history, including Spanish Flu, Hong Kong Flu, SARS,
H7N9, Ebola, Zika WHO (2011b),Rewar(2015), Maurice (2016). The
term “pandemic” has not been defined by many medical texts, but there
are some key features of a pandemic, including wide geographic
extension, disease movement, novelty, severity, high attack rates and
explosiveness, minimal population immunity, infectiousness and
contagiousness, which help us to understand the concept better, if we
examine similarities and differences among them. The pandemic related
crises have been associated with enormous negative impacts on health,
economy, society and security of national and global communities. As
well, they have caused significant political and social disruption.
9
4. COVID-19
COVID-19 is a disease caused by the infection of the SARS-
CoV-2 virus, first verified in Wuhan city, in the Hubei province of
China in December 2019. The infection has a predominantly respiratory
transmission and is transmitted through large droplets or aerosols, and
less commonly by contact with infected surfaces or fomites. According
to Morens (2020) Coronavirus disease 2019 (COVID-19) is the third
coronavirus infection in two decades that was originally described in
Asia, after severe acute respiratory syndrome (SARS) and the Middle
East respiratory syndrome (MERS).
G. Method of Research
1. Type of Research
The researcher uses the descriptive qualitative method in this
research. Descriptive research describes and interprets events,
condition, or situation of the present. On the other hand, qualitative
research is research method based on post-positivism and naturalist
paradigm. It has some characteristics: (1) the objects observed are
process and value; (2) most of data are words; (3) when collecting
data, the researcher actively interact with the data sources; (4) the data
are analyzed inductively; (5) the result of the research cannot be
generalized; (6) the research is subjective and related value.
According to Fraenkel (2000:24), in qualitative research, the
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researcher investigates the quality of relationship, activities, and
situation or materials.
According to Elliot (2000:24), descriptive study is a research
in which the investigator examines and report thing as the way are in
an attempt to understand and explain them. The aim of descriptive
research is to provide as accurate account as possible about what is the
current practice, how learner do learn, how teachers do teach, what
classroom looks like, at the particular moment in particular place.
2. Technique of data collection
The researcher collected the data by doing some steps:
a. Interview the teachers who are chosen.
b. Making transcription from the interview.
c. Encoding the collecting data.
d. Classifying the kind of teachers’ implementations.
e. Analyzing the types of teachers' implementationson distance
learning during the COVID-19 pandemic.
f. Concluding the data.
H. Technique of Data Analysis.
There are many kinds of technique collection data, in this research,
the writer collected the data from interview, coding, and classifying.
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a. Interview
Interviews are question and answer activities that occur
directly between two or more people. Interviewers are usually called
interviewers while the people to be interviewed are called
interviewers.According to Nick (2000), the interview is an important
data gathering technique involving verbal communication between the
researcher and the subject. Which conversation is carried out by two
or more parties, namely the interviewer (the questions asked) and
interviewed (who provide answers to the questions).
b. Coding
To facilitate the study, the researcher encodes the collected
data after interviews. In this research, the data will be categorized and
create the final data collectively. According to Lynn (1994), Coding
lies at the heart of the constant comparative method in that unit of data
are compared to each other in terms of their fit in the coding scheme.
Coding does not descriptively paraphrase the notes; instead, it
identifies the main categories as well as associated subcategories
Coding could be found in a form of letterring, numberring, symbolling
and others. In this study, the researcher used letters and numbers.
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c. Classifying
The following step after categorizing is classifying. Bull
explains in Oxford (2008:75) that classifying is arranging something
into groups according to the features that they have in common. It is
the smallest unit of the collected data. In this step, the researchers
classify the results of teacher interviews.
d. Documentation
According to Robert (2011:149), there are many documents
can be useful simply by the nature of the details they contain. In other
word, documentation used as evidence to proof the result of research.
I. Validity of the Data
The researcher chose triangulation in order to check the validity of
the data. According to Denzin (1970) defines triangulation is a
combination or combination of the various methods used to study
phenomena that are different perspectives. The basic idea that the
phenomenon under study can be well understood in order to obtain high-
level truth though it's viewed from different angles. Viewing angles
varying obtained will allow a reliable level of truth. Therefore
triangulation is the attempt to check the correctness of data or information
from a variety of different viewpoints by reducing as much as possible the
differences that occur at the time of data collection and analysis.
According to Denzin (1970), he stated that triangulation as a
technique to check the validity of the data through source triangulation,
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methodological triangulation, investigator triangulation, and theoretical
triangulation. Furthermore, the researcher felt that the most appropriate
triangulation to be used in this research is source triangulation. By using
source triangulation, researchers make it possible to strengthen the data
results by comparing and checking information obtained through several
sources in qualitative methods.
J. Graduating Paper Outline
The researcher wants to arrange the graduating paper in order to be
understood by the reader easily. It is divided into five chapters.Chapter I
present the background of the study, the problem of the study, the objective
of the study, the limitation of the study, the significant of the study, the
definition of the key terms and the graduating paper outline. Chapter II is
the theoretical farm work. It consists of the previous studies and review of
related theories in order to strengthen the theory of the research. Chapter
III is Research Methodology. It consists of the type of research, the object
of the research, data sources, the technique of data collection, data
analysis, and procedure of research.Chapter IV is the research findings. It
consists of findings talk about the teachers’ implementations of distance
learning during COVID-19 pandemic. Chapter V is closure that consists
of conclusion and suggestion. The last parts are references and appendix.[
14
CHAPTER II
THEORITICAL FRAMEWORK
This chapter consists of a theoretical framework and previous study.
The theoretical framework describes some information related to
Implementation, Distance Learning, Pandemic and COVID-19. The previous
study explains the research which has been conducted by other researchers as
the reference to this research.
A. Theoretical Framework
1. Implementation
The definition of implementation according to the Indonesian
Big Dictionary (KBBI) is the act of applying. An implementation is an
act of practicing a theory, method, and other things to achieve certain
goals and for an interest desired by a group or group which has been
planned and arranged beforehand.According to Badudu (1996),
implementation is a thing, way or result. As for Ali (1995),
implementation is practicing and pairing. Based on this understanding
it can be concluded that implementation is an action carried out
individually or in a group with the maximum to achieve the goals that
have been formulated. Wahab (1990:45) state that the elements of
application include:
15
1. The program is implemented
2. The existence of a target group, namely students who are targeted
and expected to receive benefits from the program.
3. The implementation, both groups or individuals who are
responsible for the management, implementation and supervision
of the implementation process.
2. Distance Learning
a. Definition of Distance Learning
According to Clay (1990), distance learning is institution
based formal education where students and instructors are in
separate locations so that they need an interactive
telecommunications system to connect the two and the various
resources needed in it. Levy (2003) state that distance learning has
become a vividly developing area of research and practice in the
past two decades after the first online class was launched in 1994,
rapid developments took place towards the implementation of
distance learning. According to Dede (1996), research on distance
learning emerged in the 90s with a series of studies investigating
work emerging technologies, cyberspace based learning
communities and instructors' support Palloff (1999).
Distance or online learning is becoming one of the most
widely embraced ways of a delivery program for many education
sectors. Watson (2011) state that schools, where all or most
16
teaching and learning take place in online courses, are classified
under a specific category called Virtual Schools. According to
Dobrovolny (2015), these schools use the advantages of online
learning to create holisticschool organizations. Berge (2005) state,
they differ from traditional schools, as students do not meet with
teachers and other students in a physical space; most teaching,
learning, and interaction occur in an online space. Barbour (2009)
claimed even in Some virtual schools, they allow the students to
take all of their schoolings through the online organization known
as primarily North American phenomenon.
b. The Purpose of Distance Learning
Distance learning can offer effective instructional methods,
such as practicing with associated feedback, combining
collaboration activities with self-paced research, and using
simulation and games. Further, all learners receive the same quality
of instruction because there is no dependence on a specific
instructor.
Moreover, distance learning is not limited in a field only,
then every people can browse and learn other sciences they wanted.
Clark (2008) state that distance learning learning strategy can
create the teaching and learning process more effective in terms of
time and place. By using distance learning, teachers will find it
easier to update learning materials that are their responsibility in
17
accordance with the demands of the latest scientific development,
develop themselves or conduct research in order to increase their
horizons and supervise student learning activities. According to
Clark (2008), distance learning has featured in it. (1)content
relevant to the purpose of learning in order to develop the
application of distance learning. (2) using media elements to
distribute content and learning strategies. (3) building new insights
and techniques that are linked to learning goals.
c. Advantages of Distance Learning
According to UNESCO (2002:65), distance learning offers
a myriad of advantages that can be evaluated by technical, social
and economic criteria. Also, distance learning methods have their
pedagogical merit, leading to different ways of conceiving
knowledge generation and acquisition.
Distance learning increases access to learning and training
opportunities, provides increased opportunities for updating,
retraining and personal enrichment, improves cost effectiveness of
educational resources, supports the quality and variety of existing
educational structures, enhances and consolidates capacity.
Another advantage of distance learning is its convenience because
many of the technologies are easily accessible from home. Many
forms of distance learning provide students the opportunity to
participate whenever they wish, on an individual basis, because of
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distance learning flexibility. This kind of education is quite
affordable, as many forms of distance learning involve little or no
cost. Distance learning is also multi-sensory. There is a wide
variety of materials that can meet everyone’s learning preferences.
Fact, some students learn from visual stimuli and others learn best
by listening or interacting with a computer program. Franklin
(1996:126) claimed, distance learning can offer increased
interactions with students. In particular, introverted students who
are too shy to ask questions in class will often “open up” when
provided an opportunity to interact via e-mail or other
individualized means.
There a are some other related benefits of distance learning
such as balancing inequalities between age groups, geographical
expansion of education access, delivering education for large
audiences, offering the combination of education with work or
family life, etc.
d. Disadvantages of Distance Learning
While there are countless distance education advantages,
there are also various disadvantages of distance learning, that
students and institutions should be aware of before starting any
distance learning program.
Distance learning requires planning. Both the instructors
and students involved in distance learning will need to make
19
sacrifices, at times, to get things done on time. Distance learning,
although affordable, may come with hidden costs (for example
extra shipping and handling costs). Distance learning does not offer
immediate feedback. In a traditional classroom setting, a student's
performance can be immediately assessed through questions and
informal testing. With distance learning, a student has to wait for
feedback until the instructor has reviewed his or her work and
responded to it. Compared with the traditional course delivery
method, distance learning demands a disproportionate amount of
effort on the part of instructors. Namely, teaching distance courses
include not only the time required for actual delivery of course
materials, but it must also involve a great deal of time dedicated to
student support and preparation. Also, time spent on e-mail
correspondence is very significant. Distance learning does not
always offer all the required coursework online for every degree
program.
Another disadvantage of distance learning is social
isolation. Distance learners may feel isolated or miss the social-
physical interaction that comes with attending a traditional
classroom. However, many distance learning participants have
reported that this sense of isolation has been decreasing with the
use of communication technologies such as bulletin boards,
threaded discussions, chats, email, and video conferencing.
20
According to Christensen (2001:267), the most important issue
regarding distance learning is instructors’ preparedness and
students’ attitude. If students do not perceive the technology as
useful, they will be not receptive to distance education.
3. Pandemic
Pandemics are for the most part disease outbreaks that
become widespread as a result of the spread of human-to-human
infection. There have been many significant disease outbreaks and
pandemics recorded in history, including Spanish Flu, Hong Kong
Flu, SARS, H7N9, Ebola, Zika WHO (2011b), Rewar (2015)
Maurice (2016). The term “pandemic” has not been defined by
many medical texts, but there are some key features of a pandemic,
including wide geographic extension, disease movement, novelty,
severity, high attack rates and explosiveness, minimal population
immunity, infectiousness and contagiousness, which help us to
understand the concept better, if we examine similarities and
differences among them. The pandemic related crises have been
associated with enormous negative impacts on health, economy,
society and security of national and global communities. As well,
they have caused significant political and social disruption.
According to Honigsbaum (2009). The word "Pandemic"
comes from the originates from the Greek pan meaning "all" and
demos "the people"., And the word is commonly taken to refer to a
21
widespread epidemic of contagious disease throughout the whole
of a country or one or more continents at the same time.
Nevertheless, in over the past 2 decades, the term has not been
failed to be defined by many modern medical texts. Morens (2009)
state that even authoritative texts about concerning pandemics do
not list it in their indexes, including such resources as
comprehensive histories of medicine, classic epidemiology
textbooks, the Institute of Medicine's influential 1992 report on
emerging infections.
4. COVID-19
COVID-19 is a disease caused by the infection of the
SARS-CoV-2 virus, first verified in Wuhan city, in the Hubei
province of China in December 2019. The infection has a
predominantly respiratory transmission and is transmitted through
large droplets or aerosols, and less commonly by contact with
infected surfaces or fomites. According to Morens (2020)
Coronavirus disease 2019 (COVID-19) is the third coronavirus
infection in two decades that was originally described in Asia, after
severe acute respiratory syndrome (SARS) and the Middle East
respiratory syndrome (MERS).
This flu-like pandemic was declared by WHO on March 12,
2020. COVID-19 started as an epidemic in China before it spread
throughout the world in a matter of months and became a
22
pandemic.According to Stefan (2020:2), coronavirus COVID-19
pandemic, a disease caused by the SARS-CoV-2 virus, continues
to grow, the cytology laboratory must also brace itself to continue
to offer the best service to patients, while protecting its technicians,
technologists, trainees, and pathologists.
B. Review Previous Study
The researcher took several previous studies to ascertain the
authenticity of the study.
The first researcher was conducted by Zainab (2012). The research
title is Perspective of Students towards Distance Learning: A Case Study
of Pakistan. The purpose of this study is to investigate the perspective held
by individuals about distance learning offered by the two large universities
of Khyber Pakhtoonkhawa (KPK) province of Pakistan i.e., Allama Iqbal
Open University and Virtual University. Data were collected from 104
respondents and using a structured questionnaire developed by the
researcher. The results of this study show that distance learning is most
patronized by younger learners (<30 years) as there were 55% distance
learner (DL) students who were below 30 years of age. The study suggests
that the majority of the students are satisfied with teaching and learning by
distance.
Based on the research above, the researcher examines students'
perspectives on distance learning. In this study, researchers will discuss
the teachers' implementations of distance learning. The data collected is
23
also different because the researcher will collect data through interviews
rather than using questionnaires. The similarity of the above research and
this research is related to distance learning.
Second research from Kevin (2020) by the title teachers prepare to
make most of distance learning in midst of COVID-19 pandemic. The
purpose of this study was to facilitate teacher preparation to utilize distance
learning during the COVID-19 pandemic which was held in the Klondike
Lane Elementary School. The results of this study indicate that fifth grade
teachers at Lane Klondike Elementary School have incorporated online
tools such as Google Classroom into daily lessons. In addition, the teacher
also translates videos to help students think about the material and apply
learning applications such as Brain POP in their study plans.
The similarity of this research and the research researcher is
implementing the distance learning method during the COVID-19
pandemic. But, the researchers above examine the program and media of
distance learning during COVID-19, while the researcher examines more
about the implementation of the teacher in distance learning during the
COVID-19 pandemic.
The last research from Kiryakova (2009) by the title Review of
Distance Learning examines the main characteristics which distinguish
distance from traditional education. The research also summarizes the
advantages and disadvantages of distance learning. It discusses the new
technologies by which this form of education is implemented. The research
24
also emphasizes Web-based education which is prevalent and growing in
popularity.
The difference with the research of the researcher is how the
teacher's implementations of distance learning during the COVID-19
pandemic. Research from Kiryakova G only focuses on distance learning.
But there are similarities between the research above and research the
researcher contained in the discussion of distance learning.
25
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher presents design of the research, setting
of the research, subject of the research, source of the data, technique of data
collection, technique of analyzing the data, and data validity checking.
A. Design of the Research
The researcher used the descriptive qualitative method in this
research. Descriptive research describes and interprets events,
conditions, or situations of the present. On the other hand, qualitative
research is a research method based on post-positivism and naturalist
paradigm. It has some characteristics: (1) the objects observed are
process and value; (2) most of the data are words; (3) when collecting
data, the researcher actively interact with the data sources; (4) the data
are analyzed inductively; (5) the result of the research cannot be
generalized; (6) the research is subjective and related value. Fraenkel
(2000:502) state, in qualitative research, the researcher investigates the
quality of relationships, activities, and situations or materials.
According to Elliot (2000:24), descriptive study is a research in
which the investigator examines and report thing as the way is in an
attempt to understand and explain them. The aim of descriptive research
is to provide as accurate account as possible about what is the current
practice, how the learner does learn, how teachers do teach, what
classroom looks like, at the particular moment in a particular place.
26
According to Lincoln (1985:37), the qualitative method is a
research method which is based on naturalist paradigm that has some
characteristics. First, the realities are multiple and holistic. Second, are
interactive and inseparable. Third, the hypothesis is bounded by time
and context. Fourth, the causes and effects are impossible to be
distinguished. Fifth, the inquiry is value-bond.
B. Setting of the Research
1. Place of the Research
The research was conducted at SMP N 3 Bringin. This school
is located at JL. Bringin-Kalikurmo, Km. 6 RT. 2/RW. 3, Sugihan
Waras, Kalikurmo, Bringin,Semarang, Jawa Tengah 50772
2. Time of the Research
The researcher conducted interviews with teachers at SMP N
3 Bringin when students studied at home due to the COVID-19
pandemic. So the researchers conducted interviews when the teacher
was on duty during off hours at the school according to the schedule
on April 30, 2020 and May 4, 2020. And the research was conducted
on April 16, 2020 to May 22, 2020.
C. Subject of the Research
Research subjects were people who are the object of research.
The object of this study was choosen by the researcher focuses on the
teachers’ implementations of distance learning. Based on the above
object, the subjects of this study were five teachers of SMP N 3 Bringin.
27
D. Source of the Data
The researcher choosed five teachers of SMP N 3 Bringin to
collect the data. The first was Drs. Achmad Zamroni. The second was
Erny Ernawati, S.Pd. The third was Siti Aliyah, S.Pd. The fourth was
Eko Endarmoko, S.Kom, and the fifth was Aang Hunaify, S.Pd.
E. Technique of Data Collection
The researcher collected data in some steps as follow:
a. Interviewed the teachers who are chosen.
b. Made transcription from the interview.
c. Encoded the collecting data.
d. Classified the kind of teachers’ implementations.
e. Analyzed the types of teachers' implementationsof distance
learning during the COVID-19 pandemic.
f. Concluded the data.
F. Technique of Analyzing the Data
There are many kinds of technique collection data, in this
research, the writer collected the data from interview, coding, and
classifying.
a. Interview
Interviews are question and answer activities that occur
directly between two or more people. Interviewers are usually
called interviewers while the people to be interviewed are called
interviewers.According to Nick (2000), the interview is an
28
important data gathering technique involving verbal
communication between the researcher and the subject. Which
conversation is carried out by two or more parties, namely the
interviewer (the questions asked) and interviewed (who provide
answers to the questions).
Table 1.1
Interview Questions
No Questions
What is the meaning of distance learning according to
the teacher?
1
(Apa pengertian distance learning menurut bpk/ibu
guru?)
How is the implementation of distance learning that
occurred during the COVID-19 pandemic?

2
(Bagaimana penerapan distance learning yang selama
pandemic COVID-19?)
What are the advantages of implementation distance
learning during the COVID-19 pandemic?

3
(Apa saja keunggulan dari penerapan distance
learning selama pandemic COVID-19?)
What are the disadvantages of implementation distance

4
29
(Apa saja kekurangan dari penerapan distance
What is the appropriate strategy of implementation
distance learning during the COVID-19 pandemic?

5
(Strategi apa saja yang tepat dalam penerapan
distance learning selama pandemic COVID-19?)
What is the appropriate media of implementation
distance learning during the COVID-19 pandemic?

6
(Media apa saja yang tepat dalam penerapan distance
What do the teachers expect by implementationdistance

7
(Apa saja yang bpk/ibu guru harapkan dengan
penerapan distance learning selama pandemic COVID-
19?)
b. Coding
To facilitate the study, the researcher encoded the collected
data after interviewing the five respondents. In this research, the
data would becategorized and created the final data collectively.
30
According to Lynn (1994), coding lies at the heart of the constant
comparative method in that unit of data are compared to each other
in terms of their fit in the coding scheme. Coding does not
descriptively paraphrase the notes; instead, it identifies the main
categories as well as associated subcategories. Coding could be
found in a form of letterring, numberring, symbolling and others. In
this study, the researcher used letters and numbers. Coding was
used by researcher to make it easier for researcher to shorten the
source names and interviews result.
Table 1.1
Interview Results Table
No Coding Interview result Coding Explanation

Understanding of Teacher's explanation of
1 UDL
distance learning the understanding of
distance learning
Implementing Teacher's explanation of
2 IDL distance learning the implementation of
during the distance learning during
COVID-19 COVID-19
pandemic
Advantages of Teacher's explanation of
3 ADL
distance learning the advantages of
implementation distance
learning during COVID-19
pandemic
Disadvantages of Teacher's explanation of
4 DDL
distance learning the disadvantages of
pandemic
Strategies used in The teacher's explanation
5 SDL
distance learning of the strategy in
31
pandemic
Media used in The teacher's explanation

6 MDL
distance learning of the media in
pandemic
Teacher's explanation of
Expectations used
7 EDL the expectations of
in distance
learning
learning during the
COVID-19 pandemic
Coding the results of the interview to the teacher put in data
analysis. It used to facilitate the researcher in analyzing the
collected data. Therefore, the researcher was able to provide
understandable data analysis.
c. Classifying
The following step after coding was classifying. Bull
explains in Oxford (2008:75), the classify is arranged something
into groups according to the features that they have in common. It
is the smallest unit of the collected data. In this step, the researchers
classified the results of teacher interviews.
d. Documentation
According to Robert (2011:149), there are many documents
can be useful simply by the nature of the details they contain. In
other word, documentation used as evidence to proof the result of
research.
32
Furthermore, the researcher used documentation method as
evidences to proof the physical evidence from the research in the
form of picture or photos.
G. Data Validity Checking
The researcher chosen triangulation in order to check the
validity of the data. According to Denzin (1970) defines triangulation
is a combination or combination of the various methods used to study
phenomena that are different perspectives. The basic idea that the
phenomenon under study can be well understood in order to obtain
high-level truth though it's viewed from different angles. Viewing
angles varying obtained will allow a reliable level of truth. Therefore
triangulation is the attempt to check the correctness of data or
information from a variety of different viewpoints by reducing as much
as possible the differences that occur at the time of data collection and
analysis.
According to Denzin (1978), he stated that triangulation as a
technique to check the validity of the data through source triangulation,
methodological triangulation, investigator triangulation, and theoretical
triangulation. Furthermore, the researcher felt that the most appropriate
triangulation to be used in this research is source triangulation. By using
source triangulation, researchers made it possible to strengthen the data
results by comparing and checking information obtained through
several sources in qualitative methods.
33
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter consists of research results and explanations to answer
problem statements. The researcher divides the data based on the results of
the interview. Furthermore, the researchers analyzed the
teachers’implementations of distance learning during the COVID-19
pandemic found in the data.
A. Research Finding
After conducting interviews with five interviewees who focused
on the teachers’ implementations of distance learning during the
COVID-19 pandemic, the researcher found seven teachers’
implementationsand divided into two parts: how are the teachers'
implementations of distance learning during the COVID-19 pandemic
at SMP N 3 BRINGIN and what strategies and media did the teachers'
used in implementing learning using distance learning during the
COVID-19 pandemic at SMP N 3 BRINGIN.
1. Findings of how did the teachers' implementations of distance
learning during the COVID-19 pandemic at SMP N 3
BRINGIN, are:
a. The first relates to how teachers think about the understanding
of distance learning in specific case during the pandemic. All
interviewees claimed that the concept of distance learning is
learning at an indirect or face-to-face distance, and requires
34
media to support these activities. The principal believes that
distance learning means that there is no face-to-face mode that
uses tools in the form of technology. This statement can be
proven by the results of interviews with the principal as follows:
“Ya kalau menurut saya, distance learning itu artinya tidak

ada tatap muka secara langsung menggunakan alat berupa
teknologi, memakai zoom, skype, dan media lainnya” (AZ:
UDL1)
Meanwhile according to information and
communication technology teacher state that distance learning
from the meaning of language is learning by distance, in the
application of education can be interpreted as learning but not
face to face. It can also be interpreted as a study involving
telecommunications to connect teachers and students:
“Distance learning dari arti bahasa itu belajar dengan jarak

jauh, dalam penerapan pendidikan itu dapat diartikan
sebagai belajar namun tidak dapat bertatap muka. Dapat
diartikan juga sebagai pembelajan yang melibatkan
telekomunikasi untuk menghubungkan guru dan peseta
didik”.(EE: UDL4)
Distance learning is commonly referred to as PJJ
Pembelajaran Jarak Jauh (Bahasa Indonesia), which is not
limited by a certain space and time. Specific space and time in
question are that students do not have to occupy a certain space
in a limited time, as stated by an Indonesian teacher:
35
“Distance learning adalah suatu kegiatan pembelajaran
yang dilakukan secara jarak jauh, tidak dengan tatap muka
atau biasa disebut dengan PJJ dan tidak dibatasi oleh ruang
dan waktu tertentu. Yaitu bahwa siswa tidak harus
menempati ruang tertentu dalam waktu yang terbatas,”.(SA:
UDL3)
b. The second relates to the teachers’implementations of distance
learning during COVID-19 pandemic. The interviewed teacher
talked about how to apply distance learning during the pandemic
COVID-19. The teachers explain the steps in applying distance
learning during the COVID-19 pandemic so that learning can
proceed as expected. English teacher explains that the first
implementation of distance learning is preparation or plans in the
form of lesson plans so that teachers can provide assignments
and materials through communication tools in the form of
videos, texts, recordings, and others and can provide assessments
that have now been implemented in SMP N 3 Bringin. This
statement can be proven by the teachers' interview answers
below:
“Penerapan ya yang pertama tentu saja persiapan atau

rencana berupa RPP mbak, sehingga guru dapat
memberikan tugas dan materi melalui alat komunikasi
berupa video, teks, rekaman dan lainnya serta dapat
memberi penilaian yang sekarang sudah diterapkan di SMP
N 3 Bringin”. (EE: IDL2)
And supported by the vice principal that the
implementation of distance learning must go through several
processes including the need for preparation, implementation,
36
and evaluation which are almost the same as learning activities
in general, the difference lies in the implementation:
“Menurut saya, penerapan distance learning harus melalui

beberapa proses antara lain diperlukannya persiapan,
pelaksanaan serta evaluasi yang pada dasarnya hampir
sama dengan kegiatan pembelajaran pada umumnya,
perbedaannya terletak pada pelaksanaannya saja”.(SA:
IDL3)
The implementation of distance learning in SMP N 3
Bringin according to the teachers, can conclude as follows. First,
teachers must prepare lesson plans in the process of learning
through distance learning, in this case referred to by the teachers
that make lesson plan (RPP). Second, teachers and students can
carry out the learning process with certain media or technology.
Finally, the teacher gives an evaluation of the learning outcomes
of students.
c. The third relates to the advantages of implementation distance
learning during the pandemic COVID-19. The advantages of
distance learning during COVID-19 pandemic are clear all the
parties are required to "melek IT"(Bahasa Indonesia) because it
understands the technology for learning, and also a new
experience for teachers and students, following the answer of the
second English language teacher :
“Kalau keunggulanya yang jelas semua pihak diwajibkan

untuk “melek IT” ya karena harus mengerti teknologi untuk
pembelajaran. Dan juga merupakan pengalaman baru to
buat guru maupun untuk murid”. (AH: ADL5)
37
The advantages of distance learning can improve or add
to informatics both for teachers and students. Add new
experiences for both students and teachers in distance learning
activities for the first time. Not limited by space and time
because it is carried out anywhere not necessarily in a certain
space and time. Then, can maintain health as recommended by
the government to work on the activities of the house. As state
by the information technology communication teacher:
“Emm kelebihannya ya dapat meningkatkan atau menambah

ilmu informatika baik bagi guru maupun siswa.Menambah
pengalaman baru baik bagi siswa maupun guru dalam
kegiatan pembelajaran jarak jauh ini karena baru pertama
kali.Tidak dibatasi ruang dan waktu karena dilaksanakan
dimana saja tidak harus dalam ruang tertentu dan waktu
tertentu.Lalu bisa menjaga kesehatan sesuai anjuran
pemerintah dengan mengerjakan kegiatan dari
rumah”.(ED: ADL4)
From the results of interviews at SMP N 3 Bringin about
the advantages of implementation distance learning during the
pandemic COVID-19, can conclude as follows. First, add new
experiences for teachers and students. Second, adding new
knowledge about technology in learning. Third, still be able to
carry out learning even though not face to face. Fourth, distance
learning is not limited by time and space. Fifth, students can still
carry out learning activities even if not directly.
d. The fourth discusses the disadvantages of implementation
distance learning during COVID-19 pandemic. The teacher
38
states that there are a lot of disadvantages from implementation
of distance learning during COVID-19 pandemic at SMP N 3
Bringin from teachers and students. There are a lot of
disadvantages, in terms of the socioeconomic aspects of students
in SMP N 3 Bringin, the low level of economy is almost because
of the short of infrastructure. Infrastructure means of mobile
phones, quotas, signals, and sometimes students cannot
understand the material well. As state by the first women teacher
interviewed of SMP N 3 Bringin:
“Kekurangan jelas banyak sekali, dari segi sosial ekonomi

siswa di SMP N 3 Bringin tingkat ekomoni rendah sehingga
menghambat karena kurangnya sarana prasarana.Sarana
prasarana yaitu HP, kuota, sinyal, dan terkadang siswa tidak
bisa memahami materi dengan baik”.(EE: DDL2)
Meanwhile according to the second women teachers
interviewed of SMP N 3 Bringin state that not all teachers or
students have sufficient knowledge about technology to do
distance learning. Because the first experience of distance
learning activities still raises difficulties, among others, not all
students have an Android mobile phone. Because this activity is
not determined by space and time, teachers cannot directly face
to face with students. Distance learning activities are less able to
control students so the value of student character is not yet
apparent. Requires cost (quota). That can be seen in the results
of the interview below:
39
“Sebenarnya tidak semua guru atau siswa memiliki
pengetahuan tentang teknologi yang memadai untuk
melakukan distance learning. Karena pengalaman pertama
kegiatan distance learning ini masih memunculkan kesulitan
antara lain belum semua siswa memiliki HP android. Karena
kegiatan ini tidak ditentukan ruang dan waktu maka guru
tidak bisa langsung bertatap muka dengan siswa. Kegiatan
distance learning ini kurang bisa mengontrol siswa sehingga
nilai karakter siswa belum nampak jelas. Membutuhkan
biaya (kuota)”.(SA: DDL3)
The disadvantages of implementation distance learning
during the COVID-19 pandemic are: First, there is still a lack of
knowledge of the development of technology, especially for
learning. Second, the economic level of parents of students is
still low. So that not all students have adequate communication
tools in the form of mobile phones and internet packages to
support learning. Third, in terms of geography, SMP N 3 Bringin
is very difficult to get a signal. Fourth, because learning is
indirect, the teacher cannot monitor the learning process. Fifth,
not all students are able to access the material provided by the
teacher. Sixth, students can abuse the function of mobile phones
to access things that are not related to learning. Seventh, the
study results have not been as expected.
40
2. Findings of what strategies and media did the teachers' use in
implementing learning using distance learning during the
COVID-19 pandemic at SMP N 3 BRINGIN, are:
a. As a strategy, the teacher applies several kinds of strategies in
implementing distance learning during COVID-19 pandemic at
SMP N 3 Bringin. The application of this strategy aims to keep
teaching and learning activities going on even in the COVID-19
pandemic. All strategies can be used if have a good signal and a
quota. For example, watching television and providing internet
quota through BOS funds as recommended by the government
as well as strategies for using mobile phones through WhatsApp
and others, as a state by the counseling guidance teacher:
“Semua strategi bisa dipakai jika memiliki sinyal dan kuota

yang bagus. Sebagai contoh melihat televisidan memberikan
kuota internet melalui dana BOS sesuai anjuran
pemerintahserta strategi menggunakan handphone melalui
Whatsapp dan lainnya”. (AZ: SDL1)
The obvious strategy on distance learning during
COVID-19 pandemic adapted to the conditions, either by
listening, using television, using Google Drive, Google Forms,
and how to manage students well. As state by the head of
laboratory information technology communication:
“Strategi yang jelas disesuaikan dengan kondisi sih ya, bisa

dengan menyimak, menggunakan televisi, menggunakan
Google Drive, Google Form dan bagaimana mengelola
siswa dengan baik”.(ED: SDL4)
41
On the other hand, the teachers must make materials for
students that are easy and simple according to students' abilities.
So the teacher can provide animation or video for distance
learning methods. So it doesn't get boring. As the classroom
teacher said:
“Kita harus membuat materi kepada siswa yang mudah dan

simple menurut kemampuan siswa. Jadi guru bisa
menyediakan animasi atau video untuk metode pembelajan
distance learning.Sehingga siswa tidak bosan”. (AH: SDL5)
Appropriate strategy on implementation distance
learning during COVID-19 pandemic namely the teacher assigns
students to watch television shows in accordance with
government recommendations. Then, carry out activities
through mobile phones whose material has been prepared by the
teacher through certain applications. Because the application
requires internet access, directly both students and teachers must
have an internet quota. Thus, a form of government concern for
students is given a quota to access the internet through BOS
funds.
b. Some teachers who have taught at SMP N 3 Bringin for more
than ten years and were interviewed stated that in the face of a
pandemic COVID-19, distance learning using media is needed.
With the appropriate media in distance learning, teachers use
learning media that are not boring so students can still carry out
learning. The media has been applied during distance learning at
42
SMP N 3 Bringin are Google Forms, Zoom, and how to
communicate using WhatsApp and to monitor the response of
the students. As state by the English language teacher:
“Yang sudah diterapkan itu ada Google Form, Zoom, dan

cara berkomunikasi tetap menggunakan Whatsapp sih ya
dan untuk memantau respon murid juga”. (EE: MDL2)
And supported by the information technology
communication teacher described that the media used during
distance learning are Whatsapp, Facebook, Google Form. But
the most effective is using Whatsapp which students can directly
ask the teacher:
“Menggunakan Whatsapp, Facebook, Google Form. Tapi

yang paling efektif yaitu menggunakan Whatsapp yang siswa
bisa langsug bertanya kepada guru”. (ED: MDL4)
While according to the Indonesian language teacher
described that the appropriate media to use is to see TVRI
television at certain hours according to the class, but you can
also use the internet such as YouTube, Google Forms and also,
of course, using WhatsApp:
“Yang paling mudah itu dengan melihat televisi TVRI pada

jam tertentu sesuai kelasnya, tetapi bisa juga menggunakan
internet seperti YouTube, Google Form dan juga pastinya
menggunakan Whatsapp”. (SA: MDL3)
43
The media used by teachers and students at SMP N 3
Bringin during the COVID-19 pandemic were using television,
Whatsapp, Google Form, Zoom, Facebook, and YouTube. All
media used are internet-based media except television. So it
requires an internet quota to use it. Television is a medium that
is used to view a question that is appropriate to the level of
students and government recommendations. Whatsapp is used
to deliver material, the results of the material, and also
sometimes used for communication, monitoring students, or
consultation between teachers and students. Then the teacher
also uses Google Form to practice the students' abilities in the
form of questions and use Zoom when the teacher carries out
learning using audiovisual. Sometimes teachers use Facebook
and YouTube media for learning so that students don't get bored
with the material provided and generate student interest in
learning.
c. Distance learning during the COVID-19 pandemic is a new
experience in the field of education in Indonesia, especially in
SMP N 3 Bringin. Distance learning during the COVID-19
pandemic is the first experience, so various expectations arise.
The expectation on distance learning during COVID-19
pandemic is the students can continue to learn or continue
teaching and learning activities even in a pandemic state by
44
using distance learning methods, although not as optimal as
before, as a state by the principle of SMP N 3 Bringin:
“Harapannya siswa dapat terus belajar atau kegiatan

belajar mengajar tetap berjalan walupun dalam keadaan
pandemic dengan menggunakan metode distance learning
walaupun tidak maksimal seperti sebelumnya”. (AZ: EDL1)
And supported by the vice principal state that the
learning can continue to work by using distance learning
methods. Students can understand the importance of technology
because during a pandemic cannot carry out learning without the
media so even though using the technologylearning can continue
and the pandemic will end soon:
“Karena pandemic ini masalah global yang tidak tau sampai

kapan akan berakhir, setidaknya untuk pembelajaran tetap
bisa berjalan dengan menggunakan metode distance
learning. Murid dapat memahami pentingnya teknologi,
karena selama pandemic tidak bisa melaksanakan
pembelajaran tanpa media sehingga walaupun
menggunakan IT pembelajaran tetap bisa berjalan dan
semoga pandemic bisa segera berakhir”. (SA: EDL3)
Meanwhile according to the English language teacher
describe that the teachers are required to be creative by
discovering new things so students can learn according to what
is expected so that what the teachers do during this pandemic can
be maximized. The point is that learning runs and results can be
as expected. But she also hopes that the pandemic will end soon:
“Dengan adanya distance learning, guru dituntut untuk

kreatif dengan menemukan hal-hal baru agar siswa dapat
belajar sesuai dengan apa yang diharapkan, sehingga apa
yang kita lakukan selama pandemic ini bisa maksimal.
45
Intinya pembelajaran berjalan dan hasil bisa sesuai dengan
yang diharapkan. Tetapi saya juga berharap semoga
pandemic segera berakhir”.(EE: EDL2)
The teachers’ expectation on the implementation of
distance learning during the pandemic COVID-19 namely the
learning process can still take place, the COVID-19 pandemic
quickly ends so that learning can be carried out directly as
before. Thus, the teacher can know the development of students
from the mastery of the material and student behavior and
teacher recognition as educators. With this pandemic, teachers
and students are expected to be able to add insight to the use of
technology in the learning process.
B. Discussion
This study focuses on how did the teachers’ implementations of
distance learning and whatstrategies and media did the teachers' use in
implementing learning using distance learning during the COVID-19
pandemic at SMP N 3 BRINGIN. The researcher interviewed five
subjects who were interviewed to explore data more deeply. They are
teachers at SMP N 3 Bringin who have at least a long experience in
educating and teaching. There are seven questions that are expanded
from the two main research questions: how did the teachers’
implementations of distance learning during the COVID-19 pandemic
at SMP N 3 BRINGIN and what strategies and media did the teachers'
46
use in implementing learning using distance learning during the COVID
-19 pandemics at SMP N 3 BRINGIN.
Related to how did the teachers’ implementations of distance
learning and what strategies and media did the teachers' use in
implementing learning using distance learning during the COVID-19
pandemic at SMP N 3 Bringin, subjects shared their personal
experiences with the researcher in response from the questions given by
researchers. The answer is then classified into two parts as follows:
The first part is about understanding of distance learning with
its various advantages and disadvantages and its implementation in
learning at SMP N 3 Bringin during the COVID-19 pandemic. As stated
by five interviewees, the understanding of distance learning is distance
learning activities that are carried out indirectly and require the right
media so that learning can take place. However, this distance learning
still has advantages and disadvantages. Based on the results of the
interview, the researcher can give the idea that there are more
disadvantages than advantages. Because this is the first time it has been
implemented in Indonesia, especially during the COVID-19 pandemic.
Another factor that causes the weakness of distance learning in terms of
geography, human resources, and the economy. In terms of
geographical, SMP N 3 Bringin is a suburban school that is far from the
hustle and bustle of the city which causes difficulty in getting signals.
Be short of human resources, is also one of the deficiencies in this
47
learning process, due to be short of knowledge and financial knowledge
about technology. However, the distance learning process can still take
place even though it has not been maximized.
Second, the implementations of distance learning during the
COVID-19 pandemic must use appropriate strategies and media. The
right strategy according to the results of interviews with five teachers
in SMP N 3 Bringin that can provide motivation, and not burdensome
to students. So, the teacher must be clever in determining the strategy.
For example, a strategy that gives students the task of watching
television and reporting activities through mobile phones (Whatsapp).
Besides being used to report the results of activities, Whatsapp is also
used to receive assignments from the teacher as well as student
feedback in carrying out activities. Other media used by teachers and
students are Google Form, Zoom, Facebook, and YouTube. Google
form is used when learning in the form of writing or essays. Zoom is
used to carry out learning using audiovisual as well as control the
presence of students. Then Facebook and YouTube are complementary
and can deepen the material delivered at a certain time because the
material from Facebook and YouTube can be learned without any time
limit. The teacher hopes that the learning process will continue in the
framework of pursuing strategies and media for distance learning.
Another hope is that the COVID-19 pandemic will soon end, the
learning process will proceed as usual through face to face.
48
CHAPTER V
CLOSURE
This chapter discusses the conclusion and recommendation. The conclusion
is drawn after getting research findings and data analysis. Furthermore, suggestion
leads further researchers who are interested in doing similar research.
A. Conclusion
Finally, the research comes to the conclusion. Based on the findings
that are discussed, the researcher concludesthat:
1. Understanding of distance learning is distance learning activities carried
out indirectly and requires appropriate media so that learning can take
place. The implementation of distance learning has several advantages and
disadvantages. However, more disadvantages than advantages. This is
because it’s the first time distance learning is carried out during the
COVID-19 pandemic. In addition, other factors that cause the weakness of
distance learning in terms of geography, human resources, and the
economy are still weak. However, learning can still take place even though
the results obtained are not optimal.
2. The implementations of distance learning during COVID-19 pandemics
must use appropriate strategies and media. The right strategy in a COVID-
19 pandemic condition is giving students the task of watching television
and implementing reporting activities via mobile phones (WhatsApp).
Besides being used to report the results of activities, Whatsapp is also used
49
to receive assignments from the teacher as well as student feedback in
carrying out activities. Other media used by teachers and students are
Google Form, Zoom, Facebook and YouTube. The expectation, of using
strategies and media during COVID-19 can assist in the implementation
of distance learning. Other expectations, pandemic COVID-19 coming to
an end, as a usual learning process through face to face.
B. Recommendation
1. For the teachers
This research provides theories, examples, strategies, and media
related to learning methods used to solve problems in teaching and
learning. The teacher can use this research as reference material to
complete the learning material happening.
2. For the next researchers
This study contributes to the teachers’ implementation of distance
learning during the COVID-19 pandemic. In addition, this study provides
examples of teachers' implementation of distance learning if they are
looking for references. Hopefully, this research is able to give inspiration
and guidance for further researchers to be more careful while doing similar
research, especially while analyzing the data. Therefore, the further
research will perform a better comprehension than this research.
50
3. For the reader
The readers have to study more about the teacher's implementation of
distance learning during the COVID-19 pandemic. This research provided
sufficient information to the readers who need to understand about
implementation of distance learning.
51
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54
Appendices
Appendix 1
Documentation of research papers
Nb: sebelum pergantian judul

Appendix 2
LEMBAR KONSULTASI SKRIPSI ONLINE (e-mail)
Nama Mahasiawa : Aulia Nabilah

NIM : 23030160178
Dosen Pembimbing : Hanung Triyoko, S.S., M.Hum., M.Ed
Judul skripsi pada surat penunjukan pembimbing skripsi :
THE TEACHERS’ IMPLEMENTATIONS OF DISTANCE LEARNING
DURING THE COVID-19 PANDEMIC AT SMP N 3 BRINGIN
No. Tanggal Isi Konsultasi Catatan Pembiming Paraf
1. 14-04-2020 Proposal Kirim Proposal
2. 15-04-2020 Proposal Revisi proposal
3. 16-04-2020 Proposal + Chapter 1 ACC proposal + kirim
Chapter 1
4. 17-04-2020 Chapter 1 ACC Chapter 1
5. 22-04-2020 Chapter 2 Kirim Chapter Revisi
6. 23-04-2020 Chapter 2 Chapter 2 (ganti buku
bahasa inggris, menghapus
dan menambahi kata,
menghapus reference)
8. 26-04-2020 Chapter 3 Kirim Chapter 3
9. 01-05-2020 Chapter 3 Revisi Chapter 3
(menghapus dan
menambahi kata,
mengganti kata,
menambahkan table coding
10. 02-05-2020 Chapter 3 dan transkrip wawancara)
Kirim Chapter 4
12. 07-05-2020 Chapter 4 (memperbaiki tatanan data)
Revisi Chapter 4
(memperbaiki kata dan
13. 08-05-2020 Chapter 4 kalimat)
Revisi Chapter 4
(memperbaiki hasil
14. 14-05-2020 Chapter 4 pengolahan data)
Revisi Chapter 4
15. 20-05-2020 Chapter 4 (memperbaiki discussion)
17. 22-05-2020 Chapter 5 Kirim Chapter 5
ACC Chapter 1-5

Appendix 3
SATUAN
KREDITKEGIATAN
Nama : Aulia Nabilah Jurusan : Tadris Bahasa Inggris
NIM : 23030160178 Dosen P.A. : Roko Patria, M.Pd.
No Nama Kegiatan Pelaksanaan Sebagai Nilai

Orientasi Pengenalan
1. Akademik Dan 18-19 Agustus 2016 Peserta 3
Kemahasiswaan (OPAK)
Institut Agama Islam Negeri
Salatiga
Orientasi Pengenalan
2. Akademik dan Kemahasiswaan 22-23 Agustus 2016 Peserta 3
Fakultas Tarbiyah dan Ilmu
Keguruan IAIN Salatiga
3. Library User Education 30 Agustus 2016 Peserta 3
(Pendidikan Pemustaka)
Seminar Nasional Festival
4. Solidaritas Untuk Petani 18 September 2016 Peserta 8
Indonesia
5. Seminar Nasional Problematika 22 September 2016 Peserta 8
Hakim dan Peradilan
6. Workshop Nasional Pasar 19 Oktober 2016 Peserta 8
Modal Syariah
Seminar Nasional “Internalisasi
7. Nilai-Nilai Pancasila Untuk 10 November 2016 Peserta 8
Mewujudkan Mahasiswa Yang
Bermatabat”
8. Seminar Nasional Meretas 17 Desember 2016 Peserta 8
Bullying
Seminar Nasional “Perempuan
9. Indonesia di Mata Hukum dan 21 Desember 2016 Peserta 8
HAM”
Seminar Internasional Menjadi
10. Mobilepreneur Dalam Era E- 25 April 2017 Peserta 10
commerce
In Art and Language
Exhibition 2017 “Kidung
11. Katresnan Dewi Arimbi” 26 April 2017 Peserta 10
Organized byInternasional
Class Program of State Institute
for Islamic StudiesSalatiga
12. Movie Appreciation “Mata 12 Juni 2017 Peserta 3

Tertutup”
Appendix 4
Interview Guideline
1. Apa pengertian distance learning menurut bpk/ibu guru?
2. Menurut bpk/ibu guru, bagaimana penerapan mengenai distance learning yang
terjadi selama pandemic COVID-19?
3. Menurut bpk/ibu guru, apa saja keunggulan dari distance learning selama
pandemic COVID-19?
4. Menurut bpk/ibu guru, apa saja kekurangan dari distance learning selama
pandemic COVID-19?
5. Menurut bpk/ibu guru, strategi apa saja yang tepat dalam distance learning
selama pandemic COVID-19?
6. Menurut bpk/ibu guru, media apa saja yang tepat dalam distance learning
7. Apa saja yang bpk/ibu guru harapkan dengan penerapan distance learning
72
Appendix 5
The Data of the Interview Result to the Teachers
Transcript of interview 1
Nama : Drs. Ahmad Zamroni

Jabatan : Kepala Sekolah
Mapel : Bimbingan Konseling
Pelaksanaan : Senin, 04 Mei 2020
- Ya kalau menurut saya, distance learning itu artinya tidak ada tatap muka
secara langsung menggunakan alat berupa teknologi, memakai zoom, skype,
dan media lainnya (AZ: UDL1)
- Penerapannya menggunakan media terutama handphone dengan aplikasi
tertentu. Sebelumnya juga harus ada persiapan atau rencana agar kegiatan ini
dapat dilaksanakan serta di akhir kegiatan diberikan penilaian terhadap materi
yang sudah diberikan. (AZ: IDL1)
pandemic COVID-19?
- Keunggulannya jelas ada, yaitu dengan adanya distance learning siswa tetap
bisa belajar dari control guru, daripada tidak ada pembelajaran. Karena dalam
melaksanakan pembelajaran siswa bisa sambil tiduran, makan, minum, dan
melakukan aktifitas lain. (AZ: ADL1)

pandemic COVID-19?
- Banyak anak yang tidak punya handphone, waktunya tidak tepat, sinyal, kuota
internet, karena memperlukan kuota yang besar dan ekonomi orang tua siswa
yang tidak semua mampu membelikan kuota kepada anak. (AZ: DDL1)
- Semua strategi bisa dipakai jika memiliki sinyal dan kuota yang bagus. Sebagai
contoh melihat televisidan memberikan kuota internet melalui dana BOS sesuai
anjuran pemerintahserta strategi menggunakan handphone melalui Whatsapp
dan lainnya.(AZ: SDL1)
- Media yang dipakai yaitu tayangan pada televisi, Google Form, Zoom dan
Whatsapp. (AZ: MDL1)
- Harapannya siswa dapat terus belajar atau kegiatan belajar mengajar tetap
berjalan walupun dalam keadaan pandemic dengan menggunakan metode
distance learning walaupun tidak maksimal seperti sebelumnya.(AZ: EDL1)

Nama : Erny Ernawati, S.Pd.

Jabatan : Guru dan Wali Kelas
Mapel : Bahasa Inggris

- Distance learning menurut saya yaitu pembelajaran dengan jarak jauh, yang
mestinya dilakukan dengan tidak tatap muka atau secara offline. (EE: UDL2)
- Penerapan ya yang pertama tentu saja persiapan atau rencana berupa RPP
mbak, sehingga guru dapat memberikan tugas dan materi melalui alat
komunikasi berupa video, teks, rekaman dan lainnya serta dapat memberi
penilaian yang sekarang sudah diterapkan di SMP N 3 Bringin.(EE: IDL2)
pandemic COVID-19?
- Keunggulannya siswa atau guru tidak terpatok pada waktu, kemudian di dalam
pembelajaran tidak dibatasi oleh ruang karena lebih bebas, relax, sehingga
tujuannya bisa lebih bagus lagi. Juga merupakan pengalaman baru untuk guru
dan siswa. (EE: ADL2)
pandemic COVID-19?
- Kekurangan jelas banyak sekali, dari segi sosial ekonomi siswa di SMP N 3
Bringin tingkat ekomoni rendah sehingga menghambat karena kurangnya
sarana prasarana. Sarana prasarana yaitu HP, kuota, sinyal, dan terkadang
siswa tidak bisa memahami materi dengan baik.(EE: DDL2)
- Sebetulnya salah satu cara yang sudah diberikan yaitu dengan memberikan
bantuan pulsa kepada peserta didik melalui dana BOS. Menonton televisi bisa
dilakukan untuk murid yang tidak memiliki handphone, sehingga murid tetap
bisa belajar dirumah. (EE: SDL2)
- Yang sudah diterapkan itu ada Google Form, Zoom, dan cara berkomunikasi
tetap menggunakan Whatsapp sih ya dan untuk memantau respon murid
juga.(EE: MDL2)
- Dengan adanya distance learning, guru dituntut untuk kreatif dengan
menemukan hal-hal baru agar siswa dapat belajar sesuai dengan apa yang
diharapkan, sehingga apa yang kita lakukan selama pandemic ini bisa
maksimal. Intinya pembelajaran berjalan dan hasil bisa sesuai dengan yang
diharapkan. Tetapi saya juga berharap semoga pandemic segera berakhir. (EE:
EDL2)
Nama : Siti Aliyah, S.Pd

Jabatan : Wakil Kepala Sekolah
Mapel : Bahasa Indonesia

Pelaksanaan : Kamis, 30 April 2020
- Distance learning adalah suatu kegiatan pembelajaran yang dilakukan secara
jarak jauh, tidak dengan tatap muka atau biasa disebut dengan PJJ dan tidak
dibatasi oleh ruang dan waktu tertentu. Yaitu bahwa siswa tidak harus
menempati ruang tertentu dalam waktu yang terbatas,.(SA: UDL3)
- Menurut saya, penerapan distance learning harus melalui beberapa proses
antara lain diperlukannya persiapan, pelaksanaan serta evaluasi yang pada
dasarnya hampir sama dengan kegiatan pembelajaran pada umumnya,
perbedaannya terletak pada pelaksanaannya saja.(SA: IDL3)
pandemic COVID-19?
- Untuk keunggulan yang pertama yaitu hemat waktu karena anak memperlukan
waktu untuk kesekolah. Kedua, siswa dan guru tidak langsung bertatap muka,
jadi kita tetap menjaga jarak aman. Kemudian dapat dijadikan pengalaman
baru dalam proses pembelajaran. (SA: ADL3)

pandemic COVID-19?
- Sebenarnya tidak semua guru atau siswa memiliki pengetahuan tentang
teknologi yang memadai untuk melakukan distance learning. Karena
pengalaman pertama kegiatan distance learning ini masih memunculkan
kesulitan antara lain belum semua siswa memiliki HP android. Karena
kegiatan ini tidak ditentukan ruang dan waktu maka guru tidak bisa langsung
bertatap muka dengan siswa. Kegiatan distance learning ini kurang bisa
mengontrol siswa sehingga nilai karakter siswa belum nampak jelas.
Membutuhkan biaya (kuota).(SA: DDL3)
- Strategi yang sesuai dengan kondisi saat ini antara lain dengan menonton
tayangan televise sebagai anjuran pemerintah, kemudian siswa diberikan
bantuan pulsa agar tetap bisa belajar melalui dana BOS. (SA: SDL3)
- Yang paling mudah itu dengan melihat televisi TVRI pada jam tertentu sesuai
kelasnya, tetapi bisa juga menggunakan internet seperti YouTube, Google
Form dan juga pastinya menggunakan Whatsapp.(SA: MDL3)

- Karena pandemic ini masalah global yang tidak tau sampai kapan akan
berakhir, setidaknya untuk pembelajaran tetap bisa berjalan dengan
menggunakan metode distance learning. Murid dapat memahami pentingnya
teknologi, karena selama pandemic tidak bisa melaksanakan pembelajaran
tanpa media sehingga walaupun menggunakan IT pembelajaran tetap bisa
berjalan dan semoga pandemic bisa segera berakhir. (SA: EDL3)

Nama : Eko Endarmoko, S.Kom.

Jabatan : Kepala Lab. Komputer
Mapel : TIK
- Distance learning dari arti bahasa itu belajar dengan jarak jauh, dalam
penerapan pendidikan itu dapat diartikan sebagai belajar namun tidak dapat
bertatap muka. Dapat diartikan juga sebagai pembelajan yang melibatkan
telekomunikasi untuk menghubungkan guru dan peseta didik.(EE: UDL4)
- Dari pendapat saya, penerapan distance learning untuk saat ini yaitu guru
melakukan persiapan, kemudian adanya alat komunikasi untuk mendukung
pelaksanaan distance learning. (ED: IDL4)
pandemic COVID-19?
- Emm kelebihannya ya dapat meningkatkan atau menambah ilmu informatika
baik bagi guru maupun siswa. Menambah pengalaman baru baik bagi siswa
maupun guru dalam kegiatan pembelajaran jarak jauh ini karena baru pertama
kali. Tidak dibatasi ruang dan waktu karena dilaksanakan dimana saja tidak
harus dalam ruang tertentu dan waktu tertentu. Lalu bisa menjaga kesehatan
sesuai anjuran pemerintah dengan mengerjakan kegiatan dari rumah”.(ED:
ADL4)
pandemic COVID-19?
- Menurut saya ada tiga kekurangan dalam distance learning. Pertama,
kekuragan dari guru, kedua dari siswa dan yang ketiga dari bahannya. Guru
tidak maksimal menggunakan distance learning dengan baik. Siswa tidak
semua bisa menggunakan distance learning karena ada siswa yang punya
kebutuhan khusus, dan tidak semua siswa mempunyai hp, laptop. Terutama
sinyal yang tidak terpenuhi. (ED: DDL4)
- Strategi yang jelas disesuaikan dengan kondisi sih ya, bisa dengan menyimak,
menggunakan televisi, menggunakan Google Drive, Google Form dan
bagaimana mengelola siswa dengan baik.(ED: SDL4)
- Menggunakan Whatsapp, Facebook, Google Form. Tapi yang paling efektif
yaitu menggunakan Whatsapp yang siswa bisa langsug bertanya kepada
guru.(ED: MDL4)
- Tetap menjaga jarak aman, semoga pandemi saat ini segera berakhir dan
kegiatan pembelajaran jarak jauh ini tidak sepenuhnya diberlakukan secara
menyeluruh. Hanya materi tertentu saja. (ED: EDL4)

Nama : Aang Hunaefi, S.Pd.

Jabatan : Guru dan Wali Kelas
Mapel : Bahasa Inggris

- Distance learning bisa diartikan belajar berdasarkan jarak. Sehingga guru dan
murid tidak bisa bertatapmuka ketika belajar. (AH: UDL5)
- Persiapan antara guru dan murid yang kemudian diikuti oleh teknologi yaitu
peserta didik harus memiliki handphone untuk pembelajaran distance
learning. Penerapan distance learning selama pandemic di SMP N 3 Bringin
sudah berjalan dan hampir semua guru menggunakan penerapan yang sama.
(AH: IDL5)
pandemic COVID-19?
- Kalau keunggulanya yang jelas semua pihak diwajibkan untuk “melek IT” ya
karena harus mengerti teknologi untuk pembelajaran. Dan juga merupakan
pengalaman baru to buat guru maupun untuk murid.(AH: ADL5)
pandemic COVID-19?
- Banyak siswa yg kurang faham atas materi yang kita ajarkan, kurangnya
interaksi, tidak semua siswa memiliki handphone, susah sinyal, minimal kuota
internet, dan siswa bisa mengakses hal yang tidak seharusnya diakses. (AH:
DDL5)
- Kita harus membuat materi kepada siswa yang mudah dan simple menurut
kemampuan siswa. Jadi guru bisa menyediakan animasi atau video untuk
metode pembelajan distance learning. Sehingga siswa tidak bosan. (AH:
SDL5)
- Tayangan televisi sebagai media, google form, video melalui whatsapp group,
dan terkadang menggunakan youtube. (AH: MDL5)
- Saya berharap adanya materi dari pemerintah atau pusat yang memiliki
gambaran terhadap materi atau kisi-kisi selama distance learning dan semoga
segera selesai, lekas berhenti, sehat, sehingga pembelajaran bisa berjalan
seperti biasanya. (AH: EDL5)

Appendix 6
Coding of Sources
No Sources Codes
1 Achmad Zamroni AZ
2 Erny Ernawati EE
3 Siti Aliyah SA
4 Eko Endarmoko EE
5 Aang Hunaify AH
Interview Results Table
No Coding Interview result Coding Explanation

Understanding of Teacher's explanation of
1 UDL
distance learning the understanding of
distance learning
Implementing Teacher's explanation of
2 IDL distance learning the application of distance
during the learning during COVID-19
COVID-19
pandemic
Advantages of Teacher's explanation of
3 ADL
distance learning the advantages of distance
pandemic
Disadvantages of Teacher's explanation of
4 DDL
distance learning the disadvantages of
distance learning during
COVID-19 pandemic
Strategies used in The teacher's explanation
5 SDL
distance learning of the strategy in distance
pandemic
Media used in The teacher's explanation
6 MDL
distance learning of the media in distance
pandemic
Teacher's explanation of
Expectations used
7 EDL the expectations of
in distance
implementing distance
learning
learning during the
COVID-19 pandemic
Appendix 7
Documentation of Interview
Drs. Ahmad Zamroni, S.Pd.
Erny Ernawati, S.Pd.

Siti Aliyah, S.Pd.
Eko Endarmoko, S.Kom.
Aang Hunaefi, S.Pd.

CURICULUM VITAE
Personal Details
Full Name : Aulia Nabilah
Sex : Female
Place, Date of Birth : Kab. Semarang, January 27th 1997
Religion : Moslem
Address : Kesongo Lor, RT.01 RW. 02 No.10 Kec. Tuntang
Kab. Semarang. 50773.
E-mail : aulianabilah02@gmail.com
Hp : 08812435847
Education Background
2004 – 2006 : TK Sultan Fattah Salatiga
2006 – 2011 : SD Muhammadiyah (Plus) Salatiga
2011 – 2013 : SMP Negeri 3 Bringin
2013 – 2016 : SMK Negeri 2 Salatiga
2016 – 2020 : English Education Department, of Institute for
Islamic Studies IAN Salatiga.

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Aulia Nabilah 23030160178 Tbi

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THE TEACHERS’ IMPLEMENTATIONS OF DISTANCE

LEARNING DURING THE COVID-19 PANDEMIC

Submitted to the Board of Examiners as a Partial Fulfillment of the

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) OF

-QS. Al Kahfi 24-

“I can do it! Because I have the power to do more”

This graduating paper is dedicated to:

listens to me, and gives me the best thing ever.

praying, guidanceand kindness.

3. My sisters Ulyaa Romiz and Aulia Bilqis.

4. My all teachers who taught me.

5. Teachers of SMP N 3 Bringin especially Drs. Ahmad Zamroni, Erny

Hunaefi who have been willing to be interviewed for my research.

6. All of my great friends:OPPAITREN, S Squad,and mas Naja,thanks for

always supporting me.

7. My friends in Ciwi-ciwi: Pramadhita A, Kunti Rusdiana, and Mariya Ulfa.

8. All of my friends in English Education Department 2016.

10. My KKN Family in Ngipik, Tegalsari, Magelang.

11. My PPL Family in SMPN 2 Ambarawa.

Alhamdulillahirobbil’alamin, all praise be to Allah SWT, who always

writer to the truth.

However, this paper will not be finished without support and

express gratitude to:

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

of State Institute for Islamic Studies (IAIN) Salatiga.

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

great attention, suggestions, and guidance, so this paper was finallycompleted.

their worth knowledge to me along of my study in this Institute.

6. All official staff of State Institute for Islamic Studies(IAIN) Salatiga.

Nabilah, Aulia. 2020.The Teachers’ Implementations of Distance Learning During

The research is about the teachers’ implementations of distance learning

DECLARATION AND PERMISSION FOR PUBLICATION ...................... iii

ATTENTIVE CONSELOUR’S NOTE ......................................................... iv

A GRADUATING PAPER ........................................................................... v

DEDICATION ............................................................................................. vii

ACKNOWLEDGEMENTS ......................................................................... viii

TABLE OF CONTENTS ............................................................................. xi

LISTS OF TABLE ...................................................................................... xiv

LISTS OF APPENDICES ............................................................................ xv

A. Background of the Research ............................................................. 1

B. Problem of the Research ................................................................... 5

C. Objectives of the Research ............................................................... 5

D. Limitation of the Research ................................................................ 5

E. Significance of the Research ............................................................. 6

F. Definition of the Key Terms .............................................................. 7

H. Technique of Data Analysis .............................................................. 11

I. Validity of the Data ........................................................................... 13

J. Graduating Paper Outline ................................................................. 14

A. Theoretical Framework ..................................................................... 15

2. Distance Learning ......................................................................... 16

a. Definition of Distance Learning .............................................. 16

b. Purpose of Distance Learning .................................................. 17

c. Advantages of Distance Learning ............................................ 18

d. Disadvantages of Distance Learning ........................................ 19

a. Definition of Pandemic .......................................................... 21

a. Definition of COVID-19 ........................................................ 22

B. Review Previous Study...................................................................... 23

CHAPTER III RESEARCH METHODOLOGY

A. Design of the Research ...................................................................... 26

B. Setting of the Research ...................................................................... 27

C. Subject of the Research ..................................................................... 28

D. Source of the Data ............................................................................. 28