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March 10, 2021
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Jan 19, 2021. Kajur TBI.

EFL TEACHER CLASSROOM’S DISCOURSE VIA ONLINE IN SENIOR

HIGH SCHOOL 1 PADANG GELUGUR

By :

AMELIZA FAUZIA ADNI

NIM. 1714050026

ENGLISH DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF IMAM BONJOL PADANG
1442H/2021
 LIST OF CONTENT

LIST OF CONTENT

CHAPTER I INTRODUCTION......................................................................1

A. Background of The Research..................................................................1

B. Research Question...................................................................................4
C. Research Purpose ...................................................................................4
D. Significance of study..............................................................................4
CHAPTER II REVIEW OF THE LITERATURE........................................5

A. Review of Related Literature..................................................................5

1. Definition Of EFL.............................................................................5
2. Learning Stages.................................................................................7
3. Online Learning................................................................................11
B. Relevant Study........................................................................................16
C. Conceptual Framework...........................................................................17
CHAPTER III RESEACH METHOD............................................................ 19
A. Reseach Design.......................................................................................19
B. Place and Time........................................................................................19
C. Data sources............................................................................................19
D. Data Collection Techniques and Instrument’s........................................19
E. Data Validity...........................................................................................21
F. Data Analysis..........................................................................................21
REFERENCE....................................................................................................23

i
 CHAPTER I

INTRODUCTION

A. Backgroundof the Research

In the current situation, the spread of the Covid-19 that has hit a lot of
countries in the world, presents challenges for educational institutions,
especially Senior High Schools. Teachers and students must wear facemasks
and wash their hands. Through the ministry of education and culture, the
government has banned all schools from elementary to tertiary level to carry
out face-to-face (conventional) learning and ordered to hold learning by
online. (Ministry of Education and Culture, Higher Education Circular Letter
N0.1 of 2000). Therefore, face-to-face learning that gathers many students in
the class is reviewed for its implementation. The use of information digital
technology allows students and teachers to carry out the learning process even
though they are in different places.1
The teacher can create online classrooms and invite students into that
internet base learning atmosphere. Most teachers in the world use readymade
classrooms such as Google classroom, Edmodo, and others. Now, teachers
and students can continue the teaching and learning process by the advance of
technology.
The teachers at SMAN 1 Padang Gelugur of East Pasaman of West
Sumatera also make use of the Google classroom Application since the end of
March 2020. First, the teacher sentsubject matter in the form of a video, or a
file (Micro Soft PowerPoint or Micro Soft Word). For assignments, the
teacher usually asks students to do or to create something creative using
online media. The teacher sent the attendance list of students to the Google
1
Milman, ( 2015), validation of Blended Learning Model of Applied Mathematics Trough Schoological
Networks for Learning in New Normal Era in Vocation Education, " International Research Journal
of Engineering, IT & Scientific Research, vol 6 No 6 P: 50-60

1
classroom in the form of a link from the Google Form every day, effectively
starting in the morning before classes begin. second, students took online
learning according to the learning schedule that the school allocated. Third,
students can ask the teacher regarding the material given / if they have
difficulty doing the assignments given. And the teacher gives time to collect
assignments for a week later in collections and sent via Google Classroom.
Students take online learning using Google Classroom. First, here
students appear to be participating in online learning by filling out the
attendance list that has been provided via the link in a timely manner. Second,
here students seem to take a long time to fill out the attendance list, in other
words, students are late for online learning. Third, students did not appear to
fill out the attendance list and did not participate in online learning, in other
words, students did not attend. And here it is seen where students take lessons
and those who do not take online learning.
In the introduction session, the teacher uses various methods. First, the
teacher distributes the learning material that is taught so that it can be
understood by students during the learning process. Second, the teacher
teaches learning materials to students by typing the material or sending a file
(Micro Soft PowerPoint) as an explanation of the material that has been
provided.
For the practice session, the teacher introduced two methods. The first
teacher asked students to take photos of their worksheets and students post
them on Google Classroom. The teacher gives a time limit for students to
collect the exercises, here the teacher gives a time limit of 1 week in
collecting the exercises, in collecting the exercises many students are late in
collecting them and many also do not collect the exercises and each exercise
collected is marked by the teacher. Second, the teacher teaches the subject
matter by telling students through Google Classroom the page of the subject

2
matter discussed in the student handbook and students are asked to translate
the material on the page provided by the teacher.
For the test, the teacher sends a question sheet in the form of photos to
students via Google Classroom, accompanied by instructions for working on
the questions. In the test, it was seen that many students were late in collecting
and some did not collect the test.
Researcher is focus on classroom discourse as same with Behnam
(2009) that classroom discourse is conducted in order to know what actually
happens in the classroom that really matters, that makes a difference to the
learners’ progress in language achievement. Research in this field is
concerned with capturing overall discourse with analyzing the negotiating
meaning in classroom interaction, analyzing teachers-students turn allocation
mapped out and teacher-students dynamic moves that can exchange the
knowledge in the discourse.
The main phenomenon of this research is One of the phenomena that
essentially caused the classroom discourse is really vital to conduct is that
there is irrelevant response from students which has meaning that the students
do not understand the material or even they are bored whole the learning
process. That problem means that irrelevant response from students happen
when the learning process is not running well. It can be seen that there is no
good feedback whole the learning.
Based on the background described above, the researcher is interested
in doing research entitled: "EFL TEACHER CLASSROOM’S DISCOURSE
VIA ONLINE IN SENIOR HIGH SCHOOL 1 PADANG GELUGUR”

3
B. Research Question
What is the EFL Teacher Classroom’s Discourse via Online in Senior
High School 1 Padang Gelugur.
C. Research Purpose
To know The EFL Teacher Classroom’s Discourse via Online in
Senior High School 1 Padang Gelugur.
D. Significance Of The Study
1. For Teachers It is hoped that this research can be useful for teachers as a
medium for evaluating students in the online teaching and learning process, as
well as seeing student activities in distance learning.
2. For students The hope is that it can provide motivation and a good
experience for students when using the Google Classroom application in
online English lessons.
3. For researchers Hopefully this research can be useful for anyone and can be
a reference in increasing knowledge about EFL Teacher Classroom's
Discourse through online applications in teaching English.

4
 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Review of Related Literature

1. EFL (English as a Foreign Language)
a. Definition of EFL
EFL is regarded as English as a Foreign Language. Stern
(1983) says that foreign language means the language used outside
the country. Learning a foreign language is far tourism,
communicating with native speakers, reading foreign journal and
so on. Yoko Iwai (2011) says that defined that EFL refers to those
who learn English in non-English speaking countries.2
Harmer (2007) state that EFL described situation where
students were learning English in order to use it with any other
English speakers in the world – when the students might be
tourists or business people. Brown (2001) says that those foreign
language context are those in which students do not have ready-
made context for communication beyond their classroom.
b. EFL in Indonesia
The teaching of English in Indonesia has so far been unable to
reach its declared goal, which is the students’ mastery of the
English marco skills listening, speaking, reading and writing.
Various factors have certainly contributed to this failure, but the
highly centralized curriculum has been one of the many to be
blamed for it. The new system of regional autonomy gives ample
opportunity to school/regions to develop their own curricula. This
will lead to the need for the establishment of standard of English to

2
Si, Peng. 2019.AStudyof the Defferences Between EFL and ESL for English Classroom Teaching in
China. Vol. 15(01) : 32-35

5
 ensure the achievement of the ultimate goal of teaching English
throughout the country.
This paper suggests that the development of standard for
english should involve as many parties concerned as possible,
including EFL teachers, EFL teacher educators, and users of
school graduates. Another suggestion made related to the aspect to
be covered in the standards, namely :
1) The qualification of EFL policy makers, EFL teacher
educators, and EFL teachers.
2) Class size.
3) Facilities and equipment.
4) Assessment and evaluation.3

c. Obstacles in EFL
Observations show that what has been achieved at TEFLIN
(Teaching English as Foreign Language in Indonesia) has not
been significantly reflected in the results of EFL teaching. Because
there are still many people who complain that teaching EFL in
schools fails to develop students’ English communication skill. In
a global context international competition is fierce, however the
EFL teaching situation is disappointing and even frustrating. Even
though one’s materi of English is certainly not enough because he
still is must have expertise, it is indeed an indispensable
requirement to go international. Besides, it it also a vital tool for
absorbing the science and technology in it the role in the
development of this country is unquestionable. Hence, it made
sence to assume that the failure of EFL teaching has contributed to

3
Madya, Suwarsih. 2002. Developing Standards for EFL in Indonesia as Part the EFL teaching Reform.
TEFLIN Journal 13(2), 142.

6
 some extent low competitiveness and higher education in
Indonesia.4
There are several problems in EFL. Dardjowidjojo say that the
big class sizes and teachers with poor mastery of English are two
obvious factors that contribute to the ongoing problems in ELT in
Indonesia.5 Other reasons for the problems include: (1) limited
time allocated for teaching English, (2) students do not have
limited time to actually learn to speak English in class because the
teacher is more concerned with the grammar and syntax, (3) the
absence of good and authentic learning materials, (4) the absence
of the social uses of English outside the classroom.6

2. Learning Stages
There are three stages of learning, namely learning planning,
implementing learning and learning evaluation.
1) Learning planning
According to Rahmawati (2009: 14) "planning is the earliest
and determining stage of all learning activities. Therefore,
planning has a major role in an activity to be carried out". 7
According to Hamzah (2006: 2) "learning has the essence of
planning or designing design as an effort to teach students" 8. That
is why students in learning, students do not only interact with the

4
Ibid, p, 146.
5
Dardjowidjojo, Soenjono. 2000. English Teaching in Indonesia. English Australia Journal, vol 18(1),
p,22-30
6
Rahmawati,Eulis. 2016. Getting EFL Learners to speak: Obstacles and Solutions (A Case Study at the
Fourth Semester Students of TBI of IAIN “SMH” Banten. Vol 9(1)
7
Rahmawati, D. S (2009).Kendala Pelaksanaan Pembelajaran Jarak Jauh Melalui Internet Pada
Mahasiswa PJJ S1 PGSD Universitas Negeri Semarang.Skripsi. Fakultas Ilmu Pendidikan. Universitas
Negeri Semarang: Semarang
8
Hamzah. 2006. Perencanaan Pembelajaran. Jakarta: Bumi Aksara.

7
 teacher as a learning resource, but may interact with all the
learning resources used to achieve the desired learning goals.
Efforts to improve learning are carried out with the assumption
that to improve the quality of learning begins with learning
planning which is realized by the existence of learning designs.
The basis of the learning activity program is a unit of study taken
from the curriculum. According to Harjanto (1997: 222) "the
subject matter is within the scope of the curriculum content,
therefore the selection of course content must be in line with the
size or criteria used for the content of the curriculum in the field of
study concerned"9. In this case, it is necessary to formulate the
main learning material that will be given to students in accordance
with the types of learning activities that have been determined.
Based on the two opinions above, it can be concluded that
planning actually contains aspects such as students as individuals
who have an adequate level of readiness, decision-making steps,
certain goals to be achieved, ways or actions to be taken, how to
assess student learning outcomes, and what only that must be
needed in an effort to achieve goals. Teaching planning is made to
anticipate and predict what will be done in teaching, so as to create
a situation that allows for an innovative learning process in an
effort to achieve the expected goals.
2) The learning process
In Tsalasa (2007: 33) Ahmad Rohani (1995) explains "the
implementation of learning is the process of realization of teaching
planning to achieve the learning objectives that have been planned,
or in other words the implementation of teaching should adhere to
what is stated in the planning". The teaching process is based on
9
Harjanto. 1997. Perencanaan pengajaran. Jakarta: Rineka Cipta.

8
 fundamental principles that will determine whether the teaching
runs naturally and is successful. Meanwhile, Rahmawati (2009:
17) "explains the teaching process is an interaction between row
input, instrumental input and environmental influences". From the
two opinions above, it can be concluded that learning is carried out
in accordance with what is stated in the lesson planning. The
teaching situation itself is influenced by several factors, there are
internal factors or from the students themselves and external
factors or from the learning environment. These factors are
described in more detail as follows:10
a. Student factor
According to Hamalik (2001: 99) "students are a determining
element in the learning process. It is students who need teaching,
not teachers, teachers are only trying to meet the needs of the
students ”. It is the student who learns, therefore it is the student
who needs guidance. So that students are the most important
component in the relationship between the teaching and learning
process.
b. Teacher factor / teaching staff
The success of the goals of education in schools is in the hands
of the teacher, because the teacher plays a role in the growth and
development of knowledge, skills, attitudes and outlook on life of
students. Therefore teachers must have professional competence
(mastery of subjects), pedagogy, personality and social. According
to Sopian (2016: 96) "teachers in carrying out their duties must
have a set of abilities in the fields to be delivered and must have

10
Dewi, W. A. F. (2020). Dampak Covid-19 terhadap implementasi pembelajaran daring.Edukatif:
Jurnal Ilmu Pendidikan, 2(1), 55-61.

9
 mastery of the material so that it is easily accepted by students
which includes the ability to supervise, train, develop personnel
and professional and social skills".
c. Curriculum factors
Curriculum and teaching are two different things but are
closely related to one another. The curriculum is basically a plan
that includes the activities and experiences that need to be
provided that provide broad opportunities for students to learn.
According to Hamalik (2001: 1) "All teaching or teaching
processes, or lessons are always guided by a certain curriculum in
accordance with the demands of educational institutions / schools
and the needs of the community and other factors"
From this theory it is known that, the learning material as
curriculum content refers to the learning objectives to be achieved.
Therefore, the objectives to be achieved specifically describe the
change in behavior that students are expected to achieve in the
teaching and learning process.
d. Facility and infrastructure factors
According to Barnawi&Arifin (2014: 40) "educational
facilities are everything in the form of tools and equipment
directly, while educational infrastructure includes all equipment
and supplies that indirectly support the educational process.11
3) Evaluation of learning
Learning evaluation is an integral part of the learning process,
meaning that learning will involve three activities, namely
planning, implementing and evaluating. Measurement in English
means measurement, it can be interpreted as an activity to

11
Enriquez, M. A. S. (2014). Students ’ Perceptions on the Effectiveness of the Useof Edmodo as a
Supplementary Tool for Learning. DLSU Research Congress.

10
 "measure" something. Measuring is comparing something with or
on the basis of a certain measure. Appraisal means, judging
something, while judging means: making decisions about
something based on oneself or holding on to certain measures.
According to Sugandi (2006: 109) "teaching evaluation is a
component in the teaching system, while the teaching system itself
is an implementation of the curriculum, as an effort to create
classroom learning". Meanwhile, according to Hamalik (2001:
145) "the evaluation process is generally student-centered, this
means that evaluation is intended to observe student learning
outcomes and seeks to determine how learning opportunities are".
From the two opinions above, the evaluation is intended to observe
a teaching process, which includes the role of the teacher, teaching
strategies, curriculum materials, and learning principles applied to
teaching. That is why evaluation occupies an important position in
curriculum design and teaching design. In evaluating learning
outcomes it is required to thoroughly evaluate students, both in
terms of their understanding of the material that has been given
(cognitive aspects), as well as in terms of appreciation (affective
aspects) and experiences (psychomotor aspects).
3. Online Learning
a. The Description Of Online Learning
Online learning will provide enhanced critical function of educational
interaction through multiple styles and formats (Anderson, 2008). 12
However, as a relatively new form of learning, there is a need for
ground for thinking that underpins the application of online learning or

12
Anderson, T. (2008).Towards a theory of online learning (pp 44-74). The Theory and Practise of
Online Learning./Athabasca University

11
e-learning. There is no specific theory on online learning, per se that can
serve as a foundation. However, different theories (behaviourism,
cognitive psychology, and constructivism) on learning may contribute to
the practice of online learning. Teachers should encourage students to
use their smartphones to do something meaningful. In the English class,
the teacher can deliver lessons by posting the subject matter they will
discuss and students are asked to be active in the Google Classroom to
follow the learning process, here the teacher explains the learning
material and students are asked to understand the lesson being taught,
after the teacher provide practice questions to be done in books and
posted in the Google Classroom after completion of the work and early
the teacher gives time for students to do the exercise.
Archambault, Wetzel, Foulger, and Williams (2016) stated that the use
of social networking tools accommodates feedback between instructors
and students and it makes them communicate more efficiently and
effectively. Since it is easier to access social networking tools, students
can receive immediate response and feedback. The use of online
learning platform such as Edmodo and Quipper has been implemented
by some teachers as an attempt in integrating technology into teaching
and learning process in the classroom. The online platforms promote
both inquiry based learning and independent learning since the online
platforms facilitate interactions between teacher and students although
they are not in the same room.stated that the use of social networking
tools accommodates feedback between teachers and students and makes
them communicate more efficiently and effectively. Because it is easier
to access social networking tools, students can receive immediate
feedback and feedback. The use of online learning platforms such as
Edmodo and Quipper has been applied by several teachers as an effort
to integrate technology into the teaching and learning process in the

12
 classroom. Online platforms promote inquiry-based learning and self-
directed learning because online platforms facilitate interaction between
teachers and students even though they are not in the same room. 13One
of them is Google Classroom as a social learning platform that is easy to
use by students and easy to reach by students, its use is also easier and
user-friendly, it provides various features for students that allow
students to interact and collaborate with teachers and peers in accessing
learning. Teachers can deliver lessons by posting subject matter and
explaining related subject matter and students to follow the ongoing
learning process and here the teacher asks students to ask the teacher
which material is being taught that they have not understood and
distribute assignments, and the teacher here assigns delivery deadlines,
and teachers are asked to monitor student progress. In addition, the
online platform also allows parents to monitor the progress of their
children.
Online learning implies a learning process that uses electronics as a
learning medium. According to Onno W Purba (2002), online learning
is a form of information technology that is applied in the field of
education in the form of virtual schools. In online learning technology
all teaching and learning processes that are normally done in the
classroom are done live but virtual means at the same time a teacher
teaches in front of a computer that is in one place, while students follow
the lesson from other computers in different places.14Subject matter can
be obtained free of charge in the form of files, photos that can be
downloaded, while interactive activities of teachers and students in the

13
Archambault, L., Wetzel, K., Foulger, T. S., & Williams, M. K. (2016).Professional development
2.0.Journal of Digital Learning in Teacher Education, 2974(April), 2153–2974.
https://doi.org/10.1080/21532974.2010.10 784651
14
AgusPurwanto, R. P., &MasdukiAsbari, P. B. (2020).Studi Eksploratif Dampak Pandemi COVID-19
Terhadap Proses Pembelajaran Online di Sekolah Dasar.EduPsyCouns Journal, 1-3.

13
 form of assignments or discussions can be carried out intensively in the
form of discussion forums in class. From the description above, it can be
seen that the basic concept of online learning is to provide new classes
that are equivalent to conventional classes in existing schools.
Therefore, online learning is a form of conventional learning that is
poured in digital format through internet technology.

Before deciding to build a virtual classroom in the form of an online

learning system, we need to study more thoroughly. It is hoped that this
decision-making process will not be caused by merely following the trend of
internet technology to be considered modern but must consider the following
matters:
a. Budget cost needed.
b. Any material that is prioritized is included in the online learning
model according to the characteristics and needs.
c. Switching from conventional to online learning can be done alone or
requires cooperation with other parties.
d. How to implement these changes so that the objectives can be
achieved effectively and efficiently.
b. The Characteristics of Online Learning
Based on the explanation above, there are several characteristics of online
learning as follows:
a. In online learning students no longer need a special place and time to
study, but students can learn anywhere and anytime according to the
opportunities each student has individually.
b. In the learning process students no longer only have access to textbooks
and other printed learning resources, but to digital information sources,
which can be accessed through cyberspace.

14
 c. Students and teachers can enhance classroom learning improve classroom
learning by accessing information from a unity of sources (databases,
libraries, special interest groups), communicating via computer with
other students or with experts in special subject areas, and exchanging
information/data .
d. Teachers and students can access electronic documents to enrich their
learning. Students can actively participate because online learning
provides an interactive learning environment. Students can connect
electronic information to their projects and papers, making it a "living"
document with a hypertext button.
e. Because computers have the ability to send information on a variety of
media (print, video, and sound and music recordings) computers have
become libraries without limits. As students can communicate
quicklywith text, images, sound, data and video can change the role of
teacher and student.
f. Online learning allows teachers to be geographically separated from
students, they can learn with other students in classrooms throughout the
world.
c. The Types of Online Learning
According to Haughey (1998), there are three possibilities in the
development of internet-based learning systems, namely as follows;
1. Web course, is the use of the internet for educational purposes, in
which students and instructors are completely separate and there is no
need for face-to-face contact. All teaching materials, discussions,
consultations, assignments, exercises, exams, and other learning
activities are fully delivered via the internet. In other words this
learning model uses a distance system.
2. Web centric course, is the use of the internet that combines distance
learning and face-to-face (conventional). Some material is delivered

15
 via the internet, and some through face-to-face. Its functions are
complementary. In this model the instructor can give instructions to
students to learn the material through the web that has been made.
Students are also given directions to look for other sources from
relevant websites. In the face-to-face session, students and instructors
discuss more about the findings of the material that has been learned
through the internet.
3. Web enhanced course, is the use of the internet to support the
improvement of the quality of learning carried out in class. The
function of the internet is to provide enrichment and communication
between students and teachers, fellow students, group members, or
students with other sources. Therefore, the role of the instructor is to
master the technique of finding information on the internet, guiding
students to find and find sites that are relevant to learning materials,
present material through the web that is interesting and desirable,
serving guidance and interesting web communication and interest,
providing guidance and communication via the internet, and other
skills needed. The development of online learning is not merely about
online subject matter, but it must be communicative and interesting.
The subject matter is designed as if students learn in front of the
teacher through a computer screen that is connected through the
internet network.

B. Relevant Study
To avoid duplication, the writer needs to do a search of previous
research. From the search results, information was obtained from several
relevant studies. The relevant research that the author studies according to the
problems in this study are as follows:

16
 1. First, studies conducted by NadifUlfia, 2020 on "Online Learning
during the Covid-19 Pandemic: Students' Reflections", with the
results of the conditions of facilities and infrastructure by students
and teachers sufficient to describe the readiness of implementing
online learning. what will be observed is the implementation of
online learning during the Covid-19 pandemic.
2. Second, research conducted by ReditaWiguna, et al, 2020
concerning "Analysis of Online (Online) Student Learning Process
in Low Grades During the Covid-19 Pandemic", with the results of
the implementation of online learning at SDN Brawijaya School
experiencing several obstacles and not yet. runs effectively,
especially in low classes, because not all students understand and
carry out the learning process in accordance with the directions
given by the teacher. The difference between this study and the
author is in the observed variables, namely the implementation of
online learning in elementary schools, while the author of the
online implementation process in high schools.

C. Conceptual Framework
Conceptual framework of this research is EFL teacher classroom's
discourse via online that have contribution to the students’ ability in
developing English. Because if the students often access Google Classroom,
they will find knowledge such as new English ability. It is supposed that the
students which often access Google Classroom will get more materials of
English. In this research, thought concept will see about the EFL teacher
classroom's discourse via online on using Google Classroom in English online
learning.
In English Language Teaching, the teacher was facilitator. In teaching,
the teacher used Google Classroom in the form of online. And the research

17
described How the EFL teacher classroom's discourse via online of using
Google Classroom in English online learning process that the teachers use
during pandemic covid-19.

Google Classroom

(Social Media Platform)

Covid Pandemic

Teaching and
Learning Media

(Online Learning)

Benefit & Loss

18
 CHAPTER III

RESEARCH METHOD

A. Research Design
This research design of this study has been conducted by using
descriptive qualitative research. Kriyantoro said that, "qualitative research that
aims to explain phenomena by collecting data as deep as possible".
Qualitative research emphasizes the depth of data obtained by researchers.
The deeper and more detailed the data obtained, the better the quality of this
qualitative research. Descriptive research is research that is conducted to
describe a variable, either one or more variables (independent) without
making comparisons, or variables that are connected to one other variable
(Sugiyono, 2009). The research belongs to descriptive qualitative design
because it is intended to find out how is teacher’s perception and students’
perceptions of online English learning in the Covid-19 pandemic at Senior
High School.

B. Place And Time

The study will be conducted on (…) 2021 at the SMAN 1 PADANG
GELUGUR.This school is located at Jln. Lintas Padang Medan KM 210
Muara Bangun Kac. Padang Gelugur Kab.Pasaman 26355.
C. Data Sources
1. Data
Source of Data The source of data in this research is one English teacher
namely Mam NurhapniLubisS.Pd at at SMAN 1 Padang Gelugur.

D. Data Collection Techniques and Instruments

1. Observation

19
 Observation is a complex activity, a process that is assembled from
various biological and psychological processes. Observation techniques
are carried out when it is related to human behavior, work processes,
natural symptoms and if the observed respondents are not too large
(Sugiyono, 2013: 145). In this study, researchers used non-participant
observation where the researcher was not directly involved with the
subject's activity being observed, but only as an independent observer
(Sugiyono, 2013: 145). Observations taken are structured observations,
where observations are designed systematically about what will be
observed, when and where it is (Sugiyono, 2013: 145).
2. Interview
An interview is a meeting of two people to exchange information and
ideas through question and answer, so that a meaning can be built in a
topic. Interviews are used as activities in the context of collecting data if a
researcher wants to conduct an initial study to find the problem to be
researched, and also if the researcher wants to know more about the
respondents' things. (Sugiyono, 2013: 231)
The type of interview conducted in this study is structured interview,
meaning that the interview uses interview guidelines that are
systematically structured for data collection.
3. Documentation
The documentation technique is a tool for using data collection
techniques through interviews in qualitative research types (Sugiyono
2013: 240). Documentation is used to gather information about problems
in research so as to increase evidence of an incident. Documentation data
collection is carried out during interviews and observations, aiming to
provide reinforcement to research. In this study, the documents needed
related to the implementation of online learning carried out by grade 11
MIPA teachers at SMA 1 Padang Gelugur, the data could be in the form

20
 of photos when the teacher was teaching online and other documents that
support the research. This data is used to complement previous incomplete
data or as supporting data.

E. Data Validity
After obtaining the data, the researcher then tested the data obtained
by triangulating the data. Qualitative research must be able to obtain
credible data, therefore it is necessary to test the validity of the data
obtained. Testing the validity of data in qualitative research can be done
by extending observations, increasing persistence in research, discussing
with colleagues, and analyzing negative cases (Sugiyono, 2013: 270). The
validity test that researchers used in this study was triangulation.
Triangulation is a data collection technique where this technique is to
correlate various data collection techniques as well as existing data
sources. Where in this study the author will triangulate the source by
checking the data that has been obtained from several data sources. Then
the technical triangulation is done by checking the data to the same source
but with different techniques.

F. Data Analysis
The data that has been collected after conducting the observation and
interview process, the writer must analyze the data. In this case, the authors
use the data analysis technique of the Miles and Huberman model where
activities in qualitative data analysis are carried out interactively and
continuously until the data is saturated. Miles and Huberman in Sugiyono
(2013: 246).
The data analysis steps are data reduction, data presentation, and
conclusions.
1. Data reduction

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 The data reduction activity is to summarize the main things and focus
on the points that are considered important and then look for the theme
of the pattern. Thus the data will provide a clearer picture so that the
authors have no difficulty in collecting further data. In reducing data,
the writer will be directed to the final result or goal of the research,
That is the goal of the discovery.
2. Presentation of data
After the data is reduced then data presentation is carried out,
data presentation can be done by showing all data grouped in
descriptive form and conclusions. By presenting the data, this will
certainly make it easier for the writer to understand what happened,
and then be able to plan what activities to do next.
3. Conclusions
Initial conclusions on data presentation are still provisional and
will change if they are not supported by strong evidence to support the
initial data that has been collected. But if the conclusions that the
authors found at an early stage have been supported by valid evidence,
then these conclusions are credible conclusions.

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