The Teacher Challenge in Conducting Online Learning

At Sma Candimas Pancasari

LUH PUTU RASTITI PUSPITA DEWI

1712021221

PENDIDIKAN BAHASA INGGRIS

JURUSAN BAHASA ASING

FAKULTAS BAHASA DAN SENI

UNIVERSITAS PENDIDIKAN GANESHA

2020/202

i
 The Teacher Challenge in Conducting Online Learning

At Sma Candimas Pancasari

SKRIPSI

Diajukan kepada

Universitas Pendidikan Ganesha

Untuk Memenuhi Salah Satu Persaratan dalam Menyelesaikan

Program Sarjana Pendidikan Bahasa Inggris

Oleh

LUH PUTU RASTITI PUSPITA DEWI

1712021221

JURUSAN BAHASA ASING

FAKULTAS BAHASA DAN SENUNIVERSITAS PENDIDIKAN

GANESHA

SINGARAJA

2020/2021

ii
 SKRIPSI

DIAJUKAN UNTUK MELENGKAPI TUGAS DAN MEMENUHI SYARAT-

SYARAT UNTUK MENCAPAI GELAR SARJANA PENDIDIKAN

Menyetujui

Pembimbing I, Pembimbing II,

iii
Putu Adi Krisna Juniarta,S.Pd., M.Pd. Ni Putu Astiti Pratiwi, S.Pd.,

M.Pd.

NIP. 198706122015041006 NIP. 198808252015042002

TABLE OF CONTENT
CHAPTER I................................................................................................................................2
1.1 Background of the Study..........................................................................................2
1.2 Identification of Research Problem 5

1.3 Limitation of the Study.............................................................................................6

1.4 Problem Statement..................................................................................................6
1.5 Objectives of the Study............................................................................................6
CHAPTER II...............................................................................................................................8
2.1 Theoretical Review...................................................................................................8
2.2 Empirical Review....................................................................................................13
CHAPTER III.........................................................................................................................................19
3.1 Research Design...............................................................................................................................19
3.2 The Setting Of The Study.................................................................................................................20
3.3 Subject of the Research....................................................................................................................20
3.5 Data collection method....................................................................................................................21
3.5.1. Interview.......................................................................................................................................22
3.5.2 Observation....................................................................................................................................23
3.5.3 Data Collection Procedures............................................................................................................24
3.6 Data analysis.....................................................................................................................................25
3.7 Trustworthiness.................................................................................................................................27

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4.0 Overview.....................................................................................................................28

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 CHAPTER I

INTRODUCTION

1.1 Background of the Study

Covid-19 is a new type of disease that is currently becoming a

trending topic in society. Covid-19 is a disease that can also affect anyone,

from babies, children, to adults. This corona virus can cause minor disorders

of the respiratory system, severe lung infections, and even death. The virus is

contagious and has spread to almost all countries, including Indonesia, in just

a few months until it has become a global pandemic. Covid-19 has positive

and negative impacts on people's lives. From this virus, people are more

aware of their health by taking good care of their bodies so that the

environment becomes healthier. However, the existence of Covid-19 has

caused several countries to establish policies to impose lockdowns to prevent

the spread of the corona virus. In Indonesia itself, the PSBB policy was

enforced to suppress the spread of this virus. Indonesia is implementing the

PSBB, so all activities carried out outside the home must be stopped until this

pandemic has subsided.

This has an impact on the economy and especially on education in

Indonesia. Some local governments have decided to implement a policy of

dismissing students and have started implementing online or online learning

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methods. Almost all regions carry out online learning activities. However,

there are some schools that are not ready for online learning systems, which

require learning media such as cellphones, laptops, or computers. The online

learning system is a learning system without face-to-face learning between

teachers and students but is carried out online using the internet network.

There are still many teachers who need adaptation in applying online learning

to the teaching and learning process. Teachers must ensure that teaching and

learning activities continue, even though students are at home. The solution,

teachers are required to be able to design learning media as an innovation by

utilizing online media (online). This is because teachers are educators who

play an important role in education. Teachers are the first and foremost people

as educators in shaping the nation's generation. In the midst of this corona

virus pandemic, teachers are among the most important roles in implementing

online learning.

In addition, online learning has an impact because Covid-19 has a

huge impact on the world of education, this makes all students study at home

supervised by their parents. However, online learning has obstacles for

teachers and students. they must really understand technology and the

obstacles they face, namely there are still many teachers who have not been

able to make good use of technology and there are still many students who are

not evenly familiar with technology but do not yet have the tools to apply it

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like the main tool, namely cell phones which are currently important for them

have.

In fact, we imagine that there are many challenges teachers face in

teaching. Teachers who can usually see the situation and conditions of

students directly are now increasingly having difficulties because of online

learning. According to Fajriah, (2017) as for some of the abilities of teachers

that must be possessed or honed in facing the millennial generation in this

pandemic, of course teachers must be able to make good use of technology. In

addition to the influencing factors, namely attitudes, teachers must remember

their obligations and responsibilities towards students. The teacher must also

have the knowledge and ability as a process in the teaching and learning

process for students, especially in the technology that the teacher will use in

their teaching needs. Then the adaptation, development and mindset of a

teacher be able to see the situation and condition of the students and not forget

the evaluation activities for themselves and students. Teaching activities are

very rarely carried out nowadays because of limited interaction with students

and students are lazy to start this habit. Even though they must know that

online learning really helps them in learning at this time and it is their basic

need to find out the knowledge out there. According to Bojovi (2010)

interactive activities are activities that need a good time to develop because

this activity is a flexible activity and only requires understanding. The habit

that is lost in this 21st century generation is the loss of focus in reading habits,

which makes online learning less optimal.

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 Several researchers have conducted research on the teachers

challenges in conducing online learning as an online teaching and learning

tool during the COVID-19 pandemic. The teacher challenges in conducting

online learning at SMA CANDIMAS PANCASARI are important to

determine the obstacles and effectiveness of the teaching and learning process

during online learning. Learning during Covid-19 Teachers can find out what

are the challenges of teaching online and overcoming in online learning.

Therefore, Covid-19 currently makes education and schools in Indonesia

implement online learning and there is a gap between the results of several

studies related to observations made at SMA CANDIMAS PANCASARI

which show low participation, response, and quality of student learning in the

online learning process. Thus, the situations above make it difficult or easier

for teachers to teach that cannot be clearly understood and this is a study for

the author to know deeply about the teacher challenges in conducting online

learning at SMA CANDIMAS PANCASARI.

1.2 Identification of Research Problem

Online learning activities during the Covid-19 pandemic have made

teachers and students get a lot of new learning. Teaching and learning

activities are carried out online without having to meet face to face to come to

school. This can reduce their interaction in preventing the Covid-19 virus that

endangers their health. Online Learning makes them safer from the virus.

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 However, being in the current situation is not easy for a teacher to teach

online, especially for teachers who still do not understand the application of

technology and teachers certainly have many obstacles or challenges in online

learning. It is important to know the challenges faced by teachers in online

learning so that later they can find out the challenges that exist during online

learning and strategies to overcome these challenges during online learning.

1.3 Limitation of the Study

The limitation of this research is obtaining or seeking data from the

teacher. Researchers cannot interact directly to obtain data from teachers in

conducting interviews and giving questionnaires to teachers because of the

Covid-19 pandemic. Researchers will use other ways to still be able to interact

with the teacher in interviews.

1.4 Problem Statement

1. What are the challenges face by teachers in conducting online learning in

SMA CANDIMAS PANCASARI?

2. How do the teachers overcome the challenges ?

1.5 Objectives of the Study

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 Based on the research questions above, the research objectives of the

researcher can be defined as follows:

1. To find out the challenges faced by teachers in conducting online

learning at Sma Candimas Pancasari

2. To describe how teachers overcome challenges in conducting

online learning at Sma Candimas Pancasari

1.6 Research Significance

Theoretical Significance

This research is expected to be able to help everyone, especially

teachers, know the challenges during online learning and the strategies or

overcome that are used by teachers in conducting online learning. This research

can also be a reference for other researchers when conducting research.

Practical Significance

This research is expected to provide significant results for students, teachers

or participants and other researchers.

a. Teachers

For teachers, this research can make them aware of the challenges

during online learning. Teachers can create new strategies in learning

activities to help teachers in online learning.

b. Students

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 For students this can help them find out about the challenges of the

teacher during online teaching and prepare everything for them so that online

learning can still be carried out, so that they can find out about these

challenges or problems during online learning and find solutions.

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 CHAPTER II

Review of Related Study

2.1 Theoretical Review

............................................................................................

2.1.1 Challenges

According to Cambridge Dictionary The word "challenge” can

function as both noun and verb. A challenge is a new and difficult thing that

requires great effort and determination. The challenge in doing something is to

question its truth or value. The challenge for someone is to question their

authority, values and ideas. A challenge is something that requires a great deal

of mental or physical effort in order to be completed successfully, or the

situation this kind of effort faces.

Teacher challenges are challenges faced by teachers when carrying

out learning activities in class. According to Jacobs, n.d. the teacher's

challenge can be raised to find out the problems or interactions of teachers and

students in teaching activities in online learning. This can support teachers in

teaching online from the problems they get during online teaching in the

current pandemic situation. The abilities possessed by each teacher are

different from the facilities or technology that affects themselves in online

learning, especially the application of technology which has an important role

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 in its application when learning online. This statement is supported by Ashraf,

Ashraf, Ahmed, & Ullah, (2021) who state majority of the students have

reservations about online/digital learning in which lack of access to internet

facilities, lack of proper interaction and contact with students and instructors

and ineffective technology were the challenges. Then, online learning is

considered as unique way of teaching in which unique strategy must be

implemented in order to cultivate community in online learning (Arasaratnam-

Smith & Northcote, 2017)

2.1.2 Online Learning

2.1.2.1 Definition of Online learning

Online education requires a lot of resources and careful planning in

the online teaching and learning process in utilizing the internet and digital

media in delivering the material. According to Terry Anderson (2008) Online

Learning is learning done online without doing face-to-face or remotely by

applying technologies such as web, email, chat, text, audio and video which

are used to spread education over computer networks. Online learning

environments can be categorized into three central groups, fully web based,

blended or hybrid format, and traditional courses using web based

supplements. Fully web based courses are conducted entirely on the Internet

with no face to face interaction, all aspects of the course being conducted in

an online learning environment. Hybrid courses consist of both web based and

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 classroom sessions, with a varying degree of time allotted to the online and in

class sessions, depending upon the nature of the class and discretion of the

instructor. The last programming format uses online technology as a medium

for presenting supplemental material for traditional classroom study (Gilbert,

2015). In conducting an online learning system, it is highly interrelated with

the notion of "internet" and "technology" as the support system. In this 4.0

era, the teachers have to master the internet and technology in teaching.

Traditional face-to-face meetings are to be integrated with the blended-

learning system by using e-learning. Particularly in facing this COVID-19

outbreak, the e-learning system is to be held to accommodate the teaching and

learning process from home, because this pandemic forces study from home

system (Lestiyanawati & Widyantoro, 2020)

2.1.2.2 Advantages And Disadvantages of Online Learning

According to Dhull (2017) there are advantages and disadvantages

of online learning. The first advantages of online learning is Accessibility to

provided in online learning that can make students learn from anywhere they

want. This matter can make students who want to study in another country choose

according to their wishes from home. and are not limited by their geographic

circumstances. Online Learning allows students to choose learning styles, content,

goals, current knowledge and individual skills and can plan or direct their own

learning as well as develop their ICT skills. Then, E-Learning can develop teacher

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student cognitive abilities. E-Learning has a higher level of achievement than

face-to-face learning activities. This can be useful for the development of

cognitive abilities.

Furthermore, Online Learning can save money by spending less

money on traveling and buying school supplies(Dhull,2017). It's just that there is

a large quota purchase. In addition, Students can post their work or assignments

on the web or social media as a promotion of their work and also those choosing

to study online have the opportunity to acquire technical skills in applying

Information Communication Technology (ICT). Online learning can assist

students in working and studying at their own pace without time constraints. They

are free to complete their duties according to their own wishes. With their online

learning people are connected with the rest of the world.

Another thing, there are also some disadvantages of online learning.

Based on Dhull (2017) Online learning also has a bad effect, one of which is that

it can lead to bad communication which causes the relationship between teachers

and students to cause misunderstandings because the teaching-learning process

does not occur directly as the basis for the bonds that exist between teachers and

students so that this can be detrimental to the learning process. In addition, online

learning can make students feel isolated because there is no interaction such as

sitting with a classmate through online only so that there is no feeling of freedom

for students to interact so that they become stressed and bored. Then, it is easy for

students to turn to other negative things such as quickly dropping out of school,

being lazy and losing their obligation to education because of a lack of motivation

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while studying. This can make students who have difficulties in their own

abilities, so that there is a need for encouragement or good motivation from the

teacher.

Not only can you minimize education costs, online learning also

requires adequate funds to support the technology used, especially internet

problems (Dhull, 2017). This requires costs such as quotas for accessing the

internet, learning applications etc. This is the most important thing because it

supports the learning process so that learning can take place effectively. More

than that, online learning has weaknesses in the quality of learning, most online

instructors do not prepare and respond to learning seriously and teachers'

commitment fades so that the effect on online learning is negative and ineffective.

Online learning cannot work effectively either because of the lack of poor

accessibility in remote areas such as lack of access to computers, the internet, and

the facilities needed for online learning.

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2.2 Empirical Review

Every teacher must have challenges in teaching. Challenges can

become obstacles in the teaching and learning process. There are several

previous studies that discuss the challenges of teachers in teaching. The first

study from Adu-gyamfi (2014) entitled “Challenges face by Science Teachers

in the Teaching of Integrated Science in Ghanaian Junior High Schools” many

things happen to educators at the junior high school level. Their challenges in

teaching are problems related to facilities, training and preparation of science

teachers for the new generation or millennials. This is related to the need and

lack of teacher training so that the teaching and learning process does not run

effectively. The second is from Anderman, Sinatra, & Gray (2012) entitled

“The challenges of teaching and learning about science in the twenty-first

century: exploring the abilities and constraints of adolescent learners” The

challenge focuses on the skills required for effective science learning in a youth

population. Science teachers enhance skills in cognitive and social development

such as youth abilities that arise in terms of five domains identified by the

National Research Council of the Science Education Council: adaptability,

complex communication / social skills, non-routine problem solving skills, self-

management / self-development and systems thinking.

In the other hand based on Kabilan (2020) stated about” International

Teaching Practicum: Challenges Faced by Pre-service EFL Teachers in ESL

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Settings” as for the very relevant challenges that have a concerned perspective

to examine the experiences of teachers in teaching English in ESL. This aims to

understand these challenges related to the realities of teaching in an

international context, especially in the ESL environment. Data obtained from

curriculum, lesson planning, language proficiency and, cultural differences.

Then, The fourth study entitletd “Challenges On Teaching Online English

Subject In Smk Negeri 1 Nawangan” His research is about identifying and

describing the challenges faced by teachers in learning English online at SMK

Negeri 1 Nawangan. The main thing that was found was about poor internet

access experienced by students of SMK Negeri 1 Nawangan. This can make

students respond to the process of learning activities in online learning. Then,

the difficulty of the teacher in measuring students' abilities (Setyawan, 2020). In

the Fifth study, according to Lestiyanawati & Widyantoro (2002) states about

“Strategies and Problems Faced by Indonesian Teachers in Conducting E-

Learning System During COVID-19 Outbreak” The research aims to identify

and describe the strategies applied and the problems faced by teachers in

conducting e-learning during the COVID-19 outbreak. The findings show that

there are three teaching strategies applied by the teacher, including the teacher

implementing online chat, using video conferencing, and combining the two

online in online learning.

In addition, based on Singh (2016) states “ Challenges for Teachers in

the Era of E-learning in India” his research aims to describe the role of a

teacher and the importance of e-learning in the present context which

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emphasizes the challenges faced by teachers in India in applying e-learning

related to awareness, implementation and convenience related to e-learning

solutions by teachers in their teaching-learning process. Finally from Bularca et

al (2020) stated about “Online Teaching and Learning in Higher Education

during the Coronavirus Pandemic : Students ’ Perspective”. The results from

his research that is about higher education institutions in Romania online

learning was prepared not exclusively. Likewise, the hierarchy in online

learning problems that arise, namely the context of the crisis caused by the

pandemic. The problems that arise are the lack of technical skills of teachers

and their teaching styles that are not properly adapted to the online environment

which results in a lack of interaction with teachers and poor communication.

Ashraf et al., (2021) have conducted a research entitled Challenges of

online learning during the COVID-19 pandemic encountered by students in

Pakistan. This study aims to identify the challenges faced by Pakistani students

during online learning environment, to determine whether a difference exist

between males and females students regarding challenges faced during online

learning, and to evaluate the effectiveness of online learning in Pakistan from

students' perspectives. The population of the present study was consisted of

students who were taking online classes in Lahore Pakistan. The study design

was cross sectional and analytic study. A sample of 550 students was drawn.

The result showed all the students were facing same issues either they were

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school level or university level. We also obtained that male and female students

were facing same challenges in online classes

(Stanciu et al., 2020) have conducted a research entitled Online

Teaching and Learning in Higher Education during the Coronavirus Pandemic :

Students ’ Perspective in which the research focused on identifying the way in

which Romanian universities managed to provide knowledge during the

Coronavirus pandemic, when, in a very short time, universities had to adapt the

educational process for exclusively online teaching and learning. In this regard,

we analyzed students’ perception regarding online learning, their capacity to

assimilate information, and the use of E-learning platforms. An online survey

based on a semi-structured questionnaire was conducted. Data was collected

from 762 students from two of the largest Romanian universities. The results of

the research revealed that higher education institutions in Romania were not

prepared for exclusively online learning. Thus, the advantages of online

learning identified in other studies seem to diminish in value, while

disadvantages become more prominent. The hierarchy of problems that arise in

online learning changes in the context of the crisis caused by the pandemic.

Technical issues were the most important, followed by teachers’ lack of

technical skills and their teaching style improperly adapted to the online

environment.

Muslimin & Harintama (2020) have conducted a research entitled

Online Learning during Pandemic: Students' Motivation, Challenges, and

Alternatives in which this study was aimed to investigate the students'

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challenges, motivations, and alternatives. It was a descriptive qualitative

research case study by gathering students’ responses using questionnaire and

interview with 10 students who joined KSP (short course) English Syntax using

WhatsApp group at English Education Study Program of UIN Mataram in July

2020. The results showed that students’ motivations were increasing scores in

remedy class (90%) and gaining more science understanding (10%). The

challenges faced by students during the online course were poor internet

connection (50%), simultaneous agendas (30%), limited WhatsApp feature

(10%), and anxiety (10%). Regarding challenges, students did alternatives such

as preparing phone credits (30%), praying for the end of the pandemic (10%),

learning extensively (10%), searching for the best place to get an internet signal

(20%), setting alarm (10%), and creating on-going motivation (20%). The

research showed that online mode learning needed adequate preparations

mentally, physically, and financially to back up their learning deficiency.

Based on the explanation of the previous studies, it can be seen mostly

the article was focused on challenge on online learning in general. However,

this study was different from previous studies because this study focused on

challenge of online learning in Pancasari which is in the state of transition from

face to face learning to online learning due Covid-19 pandemic in which not all

of the teachers in Pancasari were able to master online learning.

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 CHAPTER III

Research Methods

3.1 Research Design

This research uses descriptive qualitative research. According to

(Nassaji, 2016) Qualitative study is a methodology in which the data is

described descriptively which is focused on the understanding, perspective,

and attitudes of the guardian on data collection taken from various sources.

This research was conducted, descriptively and in-depth and found cases that

were extracted from information into a design choice that was useful for

knowing the data in depth. Researchers use qualitative descriptive because the

results of the study will be presented or produce written and spoken words

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from what is observed. Researchers will focus their research with a

description of a phenomenon, events, and events that occur in a particular area

or population. Furthermore, this research focused on the challenge of English

teachers in conducting online learning and overcome the challenge.

3.2 The Setting Of The Study

This research was conducted at SMA Candimas Pancasari, Pancasari

Village, Sukasada District, Buleleng Regency, Bali, Indonesia. This study

focuses on “The Challenges Of English Teachers In Conducting Online

Learning”. The school that the researchers chose was one of the areas that

were easy to reach and could be categorized as a large village area consisting

of several schools in the area. Researchers chose SMA Candimas Pancasari as

a place of research because this school is a very possible place to research and

implement online learning, both English teachers and students still find

obstacles in the online learning process so that they can be linked to the topic

being discussed.

3.3 Subject of the Research

The subject of this research is the english teachers of SMA Candimas

Pancasari .The population is these two English teachers as the subject of this

study. This teacher was chosen as the subject of this study to obtain data from

teachers with different perspectives. The teachers selected were two English

teachers who taught grades 10 and 11 The researcher did not choose grade 12

teachers because when the researcher took data from grade 12 students, they

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were already in the exam period. , this makes learning in online classrooms no

longer implemented in class 12. Researchers used purposive sampling

technique in sampling, namely "sampling technique with certain

considerations". Purposive sampling is the process of taking samples by first

determining the number of samples to be taken, then selecting samples based

on specific objectives, as long as they do not deviate from the specified

sample characteristics.(Sugiyono, 2008) In addition, the sampling technique

is not based on random or regional basis, but with considerations that are

focused on research objectives (Arikunto, 2010) . The informants taken in this

study were determined directly with the consideration that the research could

be right on target, while the target informants were two English teachers at

SMA Candimas Pancasari who taught online.

3.4 The Object Of the Research

The object of the research was the challenges of english teachers in

conducting online learning at SMA Candimas Pancasari. The researcher

chose the object of the research because the challenges of english teacher in

conducting online learning is a new learning method that is carried out by

teachers when teaching and all teachers must have challenges and problems

during the learning process. This research is very important to do more

thoroughly and this can be interesting and new to be studied and researched

because right in the current condition, online learning is potentially applied.

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 3.5 Data collection method

Researchers collected data in a qualitative way, data collection was

carried out by two methods, namely interviews and observation. Researchers

used two instruments, namely the interview guide and observation checklist.

Research Question Method of Data Instrument

Collection

1. What are the challenges face INTERVIEW INTERVIEW GUIDE

by teachers in conducting online OBSERVATION OBSERVATION

learning in SMA CANDIMAS CHECKLIST

PANCASARI?

2. How do the teachers INTERVIEW INTERVIEW GUIDE

overcome the OBSERVATION OBSERVATION

challenges ? CHECKLIST

3.5.1. Interview

According to Easwaramoorthy et al ( 2006) The interview is an

instrument used to gather in-depth information about people's opinions and

21
also community experiences with the aim of knowing investigations or

problems that contain deep and complex questions related to the topic being

studied. The interview method is used by researchers to obtain more detailed

information. The interview used by the researcher is the depth-interview.

According to(Showkat & Parveen, (2017) Depth Interviews is a method that

searches for or digs up detailed information with a deep understanding of a

subject or concept so as to achieve the desired goal . It aims to find out

detailed information related to teacher challenges in conducting online

learning and how they can overcome these challenges. Interviews conducted

by researchers used Indonesian and English to avoid miscommunication with

the subject during the interview, and used interview guidelines as data

collection instruments. The interview guide consists of several questions

related to the challenges of teaching in conducting online learning and their

solutions. The type of question used in the interview is an open ended

question that requires a lot of responses that generate a lot of thoughts. Then

the researcher used a voice recorder to assist him in collecting the results of

the interview which aimed to make it easier to copy data.

3.5.2 Observation

Observation is a process where the researcher makes observations

carefully and can be done repeatedly, where data collection can be done by

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systematically observing both directly and indirectly in finding someone's data

in the place being observed Kawulich, (2015). This researcher conducted

direct observations on English teachers who taught online The researcher

prepared an observation checklist in his research as a material to compare the

data from the interviews conducted by the researcher with the teacher so that

the data obtained became valid. The researcher will act as an observer as a

participant which is carried out twice in a virtual classroom conducted by the

teacher in the WhatsApp group. Researchers collected information about how

the challenges of English teachers teaching online at pre-activities, during

activities, and after activities. Observations were made three times according

to the teacher's class schedule.

3.5.3 Data Collection Procedures

In this research, the researcher carried out several steps or

procedures in obtaining and collecting data from informants and research

subjects. The following are the steps in data collection which are discussed in

the table.

Table 2

Steps of data collection

NO STEPS

1 The researcher went to SMA Candimas Pancasari to ask permission

from head master

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2 The Researcher contact the subjects od the research namely English

teachers who teaach in online learningat SMA Candimas Pancasari

3 Doing pre-observation

4 The researcher prepared instruments and consultations related to the

instruments used in collecting data

5 The researcher collected data by conducting interviews with the

subjects or english teachers to be interviewed

6 The researcher conducted data analysis from miles & huberman

(1994) and triangulated the results using the triangulation

methodology, namely observations when the teacher was teaching

and student interviews to make this research reliable.

7 The researchers concluded the results of the study

3.6 Data analysis

Data analysis used by researchers is from to Miles &

Huberman, (1994)) which states that there are 3 ways in data analysis,

namely data reduction, data display and conclusion drawing. Of the

three methods, it can be added with more interactive data collection so

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 that researchers can still move in four streams of data collection, data

reduction, data presentation and verification of conclusions.

Figure 1

Component of data Analysis: Interactive model analysis (Miles & Huberman, 1994)

3.6.1 Data collection

At this stage the researcher used two instruments, namely the

interview guide and the observation sheet. These instruments are to

find out how the challenges of English teachers in doing online

learning and how teachers overcome them. In collecting this data, it

can be found that information sharing comes from in-depth interviews

conducted with two English teachers who are research subjects with

open-ended questions.

3.6.2 Data Reduction

From the results of the interview or the data obtained, it will be

selected, simplified, focused on the research topic and data obtained

from the field from the results of interviews and observations that do

25
 not need will be eliminated. The data obtained makes it easier for

readers to understand and remains the answer to the research questions

that have been compiled by the researcher.

3.6.3 Data Display

Data display is used to organize and arrange data reduction so

that it is well structured so that the reader is easier to understand and

easy to conclude. However, the conclusions at this stage are still

provisional and can change to be relevant or to obtain strong evidence

in subsequent analysis.

3.6.4 Verify or draw conclusions

Lastly, the researcher verified the data from the evidence and

drew conclusion from the results obtained.

3.7 Trustworthiness

In this research to check the correctness of the data from different

perspectives, researchers used triangulation. According to (Carter et al.,

2014) Triangulation is one method of validating data or making it reliable,

where the results when these data are confirmed, questioned or extended

with an alternative point of view. There are four types of triangulation,

namely method triangulation, investigator triangulation, theory triangulation,

and data source triangulation (Carter et al., 2014).

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 The researcher used the triangulation method used to examine the

findings while executing the resulting data using different collection

methods, namely observations and interviews. This method was used when

English teachers were teaching online and interviewed one student to follow

up on data from interviews conducted with English teachers in knowing the

challenge of English teachers in conducting online learning and overcome

the challenge. Researchers use this triangulation to help cover the

weaknesses of previous data collection so that the results can be trusted.

CHAPTER IV

FINDING AND DISCUSSION

4.0 Overview

This research was to find out the challenges faced by teachers in conducting

online learning at SMP NEGERI 2 SUKASADA and to describe how teachers

overcome challenges in conducting online learning at SMP N 2 SUKASADA. This

finding and discussion covered the obtained data by using interview guide and

observation checklist which later compared by the theory and previous study stated in

chapter II

27
4.1 Findings

4.1.1 Challenges Faced by Teachers in Conducting Online Learning at Sma

Candimas Pancasari

4.1.1.1 Poor Accessibility in Remote Areas

Based on the result of interview, the one of the challenges faced by teachers in

conducting online learning at SMA Candimas Pancasari was the students’ problem to

connect with the teachers during online learning in which the probem faced by the

students to connect with the teachers during online learning was internet connection.

The students had problem to get a good internet connection because of their

geographical place which had low or even no internet connection which was shown in

figure 4.1

Figure 4.1

Absence List

28
 Based on the data in figure 4.1, it can be seen not all students can attend the

online class in Sma Candimas Pancasari, 9 students cannot attend the class which

resulted to uneffective online class. This discovery is also supported by the utterance

from the teachers in Sma Candimas Pancasari.

Transcript 1:

T1 : Dari letak geograpis pastinya yang pertama itu koneksi internet kurang akses internet.
Seperti saya itu tinggalnya di daerah pedalaman atau pedesaan tepatnya di daerah
wanagiri, saya meniplementasikan bahwa beberapa siswa juga memiliki masalah seperti
saya misalnya saat saya mengajar saya harus keluar rumah untuk mencari sinyal internet
dan saya sesekali ke sekolah untuk mencari koneksi sinyal internet.

T2 : Ada beberapa tantangan yang kita temukan , kita tahu resource atau sumber siswa ada
yang berasal dari pancasari, kembang merta, candikuning, gitgit dan daerah wanagiri, asah
gobleg terntunya kendala sinyal dan internet ada beberapa daerah yang sinyal tu sama
sekali tidak ada, yang kedua yaitu kemampuan orang tua siswa dalam membeli kuota.

Based on the data from transcript 1, it can be seen both teacher 1 and teacher 2

have similar idea in which the challenge faced by the teachers during online learning

was the students’ problem like internet connection in which the students came from

Pancasari, Kembang Merta, Candikuning, Gitgit and Asah Gobleg which had low or

even no internet connection because those places belonged to remote area which had

limited internet connection. The teachers also had a problem to connect to the internet

because in order to connect to the internet, they needed to go outside just to get the

signal.

29
4.1.1.2 Lack of Fund

Another challenge occurred in this study was the parents’ problem to support

students’ online learning with the teacher in which most of the parents lost their jobs

due to covid-19 pandemic which resulted to their income and the parents could not

buy internet quota for the students which was shown in transcript 2

Transcript 2

T1: Seperti sekarang kebanyakan ekonomi orang tua yang turun atau putus kerja kebanyaan
siswa kesulitan ekonomi yang membuat mereka yang menjadi kendala siswa dalam
membeli kuota.

T2 : Ada beberapa tantangan yang kita temukan , kita tahu resource atau sumber siswa ada
yang berasal dari pancasari, kembang merta, candikuning, gitgit dan daerah wanagiri, asah
gobleg terntunya kendala sinyal dan internet ada beberapa daerah yang sinyal tu sama
sekali tidak ada, yang kedua yaitu kemampuan orang tua siswa dalam membeli kuota.

4.1.1.3 Poor Communication

The teachers sometimes conducted online live meeting but it was not effective

due to problem on internet connection. The teachers even compared the effectiveness

of learning between online learning and on-site learning which can be seen in

transcript 3

Transcript 3

T1 : Online meeting pernah tapi itu semester lalu. Dan tidak tidak terlalu effektive hanya bisa
berjalan 80 persen dan beberapa siswa ada yang tidak bisa mengikutinya. Masalahnya satu
yaitu karena kuota dan letak geografis yg tidak mdapatkan koneksi internet yg baik. Lebih
efektif tatap muka

30
T2 : Online meeting pernah sekali namun tidak bisa 100 effective masih banyak kendala
sinyal dan kuota karena koneksi yang tidak baik. Tatap muka lebih efektif

Based on the result in transcript 3, it can be seen the teachers liked using on-

site learning rather than online meeting because of the effectiveness of on-site

meeting compared to online learning in which the effectiveness of online learning is

not 100% and not all students can participate in online class.

4.1.1.4 Lack of Motivation

Those problems faced by the students led the students to be lazy and decrease

their willingness to participate in the class which was also a challenge for the teachers

in Sma Candimas Pancasari which was shown in transcript 4

Transcript 4

T1 : tidak 100 % karena adanya kendala , dan antusias siswa pasti ada karena mereka siswa,
namun tidak bisa 100 berlangsung dengan baik. Motivasi siswa jelas menurun , siswa
kebanyakan malas .

T2 : Selama online kalau dilihat 90 % antusias , karena kalau dilihat ada beberapa kelas yang
memang sangat aktif dan beberapa kelas yang antusiasnya kurang. Jadi tidak bisa 100%

31
effective. Untuk motivasi menurun, terkadang siswa mudah jenuh dan sekarang siswa
kebanyakn malas.

Based on the result in transcript 4, the students felt tired because of online

learning which led the students to be lazy and their enthusiasm as well as motivation

decreased which made challenge for the teachers in Sma Candimas Pancasari.

4.1.1.5 Feeling Isolated

Next challenge for the teachers which appreared in this study was the

students’ learning condition in which the teachers did not know exactly what

happened to the students because the teachers just relied on the assessment such as

assignment submission based on deadline but still the teachers did not whether the

students understand the material or not because isolating condition which was shown

in transcript 5

Transcript 5

T1 : Untuk partisipasi tidak bisa 100 % ada yang tidak bisa mengikuti karena kita tidak tau
kondisi siswa saat itu . Dan saya biasanya memberikan deadline untuk batas konfirmasi,
absen dan pengumpulan tugas.

T2 : Partisipasi dikelas berjalan effective kurang lebih 80 % , kita hanyabisa mengetahuinya

ketika siswa yang aktif berpasrtisipasi ketika mengadakan diskusi di wa, dan beberapa siswa
yang tidak aktif kita tidak mengetahui bagaiaman kondisinya saat itu kecuali mereka
melakukan konfirmasi kita baru bisa mengetahuinya. Kita selalu kasi siswa deadline dalam
pengumpulan tugas, absen, dan konfirmasi.

32
 Based on the data from transcript 5, it can be seen the teacher cannot check

the students optimally due to online learning which meant the students learned the

material from their house which was difficult to keep in touch with the teachers. The

teachers just wait for the students’ confirmation when they contacted them during

onlien class such as by filling the absence list or when the students submitted their

assignment to the teachers.

4.1.1.6 Lack of Quality

Because of the problem faced by the students during online learning, the

learning achievement was also affected in which their learning achievement

decreased globally which was shown in transcript 6

Transcript 6

T1 : Hasil belajar siswa kalau global dan dibuatkan grafik menurun , karena susah untuk
belajar sendiri , walaupun kita berikan pembelajaran yang menarik , beberapa siswa yang
saya tanyai mereka lebih masuk belajar secara tatap muka.jadi mereka merasa minat
belajar menurun karena jika disekolah mereka bisa melihat teman berinteraksi langsung
dengan guru, dan juga motivasi mereka menurun karena belajar dirumah sendiri kurang
interaksi.

T2 :Kalau menyeluruh rata-rata menurun dibandingkan tatap muka.

Based on the data from transcript 6, it can be seen the students did not enjoy

the online class and preferred on-site class because the students can interact with their

friend which was fun and increased their motivation which was different from now

because the students needed to stay at home and they were lack of interaction which

33
resulted to their low motivation and decrease of their learning achivement. Because of

their learning achievement which was decreased, some students faced remedial

process because they cannot reach the standard score in Sma Candimas Pancasari.

4.1.2 How Teachers Overcome Challenges in Conducting Online Learning at

Sma Candimas Pancasari

Based on the challenges faced by the teachers in Sma Candimas Pancasari, the

teachers needed solution to overcome the challenges. Based on the interview, the

teacher overcome the challenge by conducting homevisit to check the students’

condition as well as their readiness to participate online learning. The homevisit

program and the students’ condition can be seen in figure 4.2

Figure 4.2

Homevisit Program

34
 Figure 4.2 showed the situation of one of the students in Sma Candimas

Pancasari which was not supportive for online learning because of no wifi of internet

access in which the condition of the student was poor and cannot buy internet quota

to support online learning process. As mentioned before, the purpose of homevisit

program was to check students’ condition during learning from home and to know

their problem during online learning. The school also facilitated the students to be

able to participate online learning program which was shown in transcript 7

Transcript 7

T1 : Banyak fasillitas pendukung yang di sediakan yaitu komputer, wifi, LKS, media yg
disediakan oleh sekolah atau sekolah kan punya web jadi sekolah mefasilitasi kita dengan
baik. Dan siswa mendapatkan bantuan 1 kartu paket dari pemerintah, sedangkan kami dari
guru sendiri juga mendapatkan bantuan kuota per bulan dari pemerintah walaupun
jumlahnya sedikit, namun sangat membantu dalam pelaksanaan pembelajaran daring.

T2 : Ada fasilitias yang disedikan diantaranya, wifi, komputer, buku lks untuk mempermudah
siswa yang memiliki kesulita belajar dari rumah jika kedala kuota bisa daatang kesekolah.
Dan juga sekolah memberikan bantuan kuota 1 kartu paket dari pemerintah.

Based on the data from transcript 7, each of the student got 1 internet quota

from the government to make the students able to participate in online class via

whatsapp and google classroom. This internat quota provided by the government

which was given by the school to students helped the parents who cannot provide

internet quota for their child. Besides that, the students were provided by textbook

such as LKS to help them for their self-study at home.

35
 Next effort shown by the teacher was by providing a media which was

suitable for the students and making sure the media was able to corporate every level

of students which was shown in transcript 8

Transcript 8

T1:Kita harus memikirkan media apa yang digunakan untuk belajr apakah media tersebukt
bisa diakses oleh siswa ,apakah siswa dapat menerima dengan baik karena siswa
kemampuannya tidak sama ada yg slow dan fast respon dan untuk itu saya samaratakan
saja yang membuat siswa mudah untuk mengerti dan menyiapkan RPP itu dipertimbangkan
untuk dapat digunakan relevan atau tidaknya. Dan penyusunan RPP menyesuaikan dengan
keadaan siswa.

T2 : Ketika menyusun rpp dalam online learning, saya memikirkan beberapa strategi dan
media-media yang akan digunakannya. Kita harus beradaptasi juga dengan pembelajaran
online dan saya harus lebih mempersiapkan dan mencocokkan dengan situasi kondisi saat
belajar online.

Based on the data from transcript 8, it can be seen the teachers needed to

know the need of the students as well as their condition in order to make the online

learning process run smoothly. Because of that, the teachers need to prepare about

instruction as well as the media which was suitable for the students such as using

whatsapp and google classroom which were familiar for both students and teacher in

Sma Candimas Pancasari. This was the RPP created by the teachers to support the

online learning process in Sma Candimas Pancasari.

Figure 4.3

Lesson Plan in SMP Negeri 2 Sukasada

Rencana Pelaksanaan pembelajaran (RPP) Mata Pelajaran : Bhs dan Sastra Inggris

36
 Kelas/Semester
SMAS Candimas Pancasari : XI/2

Alokasi Waktu : 16 JP

TUJUAN PEMBELAJARAN

Melalui pembelajaran inquiry learning siswa diharapkan dapat memahami pengertian,

menganalisis, , fungsi sosial, struktur teks, dan unsur kebahasaan, mempraktikkan dan
menyususn teks hortatory exposition, dengan mengembangkan nilai karakter , berpikir
kritis, kreatif , dan percaya diri.

Pertemuan ke-19 ( 2x 45 Menit)

LANGKAH-LANGKAH MODEL INQUIRY LEARNING

PEMBELAJARAN

Pendahuluan Dilakukan melalui aplikasi google classroom:

(10 Menit)  Melakukan pembukaan dengan salam dan doa (Budaya Sekolah
Religius: meningkatkan keimanan dan ketaqwaan terhadap Tuhan
 Persiapan Yang Maha Esa)
 Appersepsi  Guru mempersilakan siswa untuk melalukan presensi di GC
 Motivasi  Memberikan appersepsi mengenai teks hortatory exposition

Kegiatan Inti (70 Mengamati

Menit) -Mengumumkan di whatshapp grup melalui voice note untuk
Sintak Sintak melihatmateri pembelajaran di gc
Pembelajaran -Meminta siswa melalui Google Classroom untuk mengamati dan
membaca modul
- Siswa mencatat hal hal yang penting dan tidak diketahui

Menanya
- Siswa mengidentifikasi teks hortatory exposition pada modul
dan link ysng diberikan
https://www.wallstreetenglish.co.id/english-tips/hortatory-
exposition/
- Menyusun pertanyaan mengenai teks hortatory exposition
- Menganalisa teks hortatory exposition
- Menganalisa unsur kebahasaan pada teks hortatory exposition

Mengumpulkan informasi
- Mencari informasi dan mendiskusikan jawaban atas pertanyaan
yang sudah disusun melalui GC
- mencari sumber belajar lain seperti buku referensi lain dan
internet
-Mencari informasi untuk menjawab pertanyaan dan mengerjakan

37
 tugas

Menalar/mengasosiasi
- Menyimpulkan unsur kebahasaan yang digunakan pada teks
hortatory exposition
- Mendiskusikan hubungan atas berbagai informasi yang sudah diperoleh
sebelumnya
- Menghubungkan berbagai informasi yang diperoleh

Mengomunikasikan

-Mengemukakan hasil analisis unsure kebahasaan teks hortatory

exposition (Google Classroom) dan WAG
-Mempraktikkan memberi dan meminta informasi terkait jati diri
dan informasi lain yang relevan di rumah masing -masing dan
dikirim
melalui WAG

Penutup (10 Menit) Guru memberikan soal latihan melalui GC dan WAG
Seluruh peserta didik mengerjakan latihan soal dan jawaban dikirim
melalui aplikasi GC atau WAG

Penilaian -Sikap : tehnik Observasi

-Pengetahuan Tehnik tes tertulis , bentuk uraian
-Keterampilan : tes tertulis uraian

Based on the lesson plan shown in figure 4.3, the teacher mostly gave

instruction as well as conducted discussion on Whatsapp Group and Google

Classroom. The reason was because those two application was already familiar

among the students and teachers in Sma Candimas Pancasari. The teacher also gave

assessment on Google Classroom and Whatsapp Group in which the task was sent to

those applications and the students needed to submit the assignment to those two

applications. The teachers were also not very strict in terms of the material. It can be

seen in figure 4.3 when the teachers asked the students to search for other resources

38
or references in the internet. The purpose of searching for other references was to

make students at least read the references and when the students thought the

references was suitable with the current topic, the students can bring those references

in the discussion. Some of the students might do copy and paste during searching for

references. Because of that, the teachers gave scoring standard shown in transcript 9

Transcript 9

T1 : Pasti ada copy paste, namun kita tidak bisa terlalu mengekang atau push siswa saat ini
yang kita tanamkan dengan guru-guru disini ketika mereka telah mengumpul tugas bisa kita
terima. Jika ketahuan yang copy paste kita kurangi nilainya sedikit saja.

T2 : Rata-rata ada, karena dalam belajar online ini siswa mengumpulkan tugas saja sudah
bisa kami terima dan kit tidak bisa terlalu mengekangnya. Konsekuensinya akan ada
pengurangan nilai jika siswa ketahuan saat copy paste.

Based on the data from transcript 9, it can be seen the teachers decrease the

score if the students cheated during class for example doing copy paste for the

assignment. By decreasing their score for the cheating, students were expected to

follow the instruction and study hard from home.

In terms of their motivation and enthusiasm to learn during online

learning, the teachers put an effort to prepare interesting video to increase their

motivation and enthusiasm which was shown in transcript 10

Transcript 10

T1 : Berusaha membuat pembelajaran yang menarik diminta untuk mmbuat video

pembelajaran itu dapat lebih memotivasi siswa.
T2 : Berdiskusi dengan baik , dan mempersiapkan pembelajaran yang menarik seperti
membuat video pembelajaran dan upload di youtube.

39
 Based on the data from transcript 10, it can be seen the teachers made learning

video and uploaded it on Youtube because the students liked watching youtube. The

teachers also just send the link of the video on Google Classroom and Whatsapp

Group in order to make students easy to access the video. The teachers and the school

also gave chance for the students if they had a bad score during online learning by

giving remedial which was shown in transcript 11

Transcript 11

T1 : Kita punya laporan sebelum tugas akhir dan kita berikan siswa itu mempush atau
melengkapi tugasnya sampai tuntas, jika masih kurang dibawh kkm atau tugas tidak
lengkap kita adakan rapat pleno untuk diadakan keputusan dengan pertimbangan dari
guru-guru mata pellajaran lainnya. Yang jelas mereka tuntas dulu.

T2 : Dievaluasi ketika rapat pleno dan kita punya laporan untuk siswa yang tidak tuntas
untuk dipertimbangkan.

Based on the data from transcript 11, the teachers and the school gave the

chance for the students to conduct remedial if they had bad score and the time was

before the final meeting. Because of that, the studens must not miss the remedial

opportunity in order to pass the grade,

To conclude, he teachers in Sma Candimas Pancasari were shown to do a lot

of effort to help students to solve their problem during online learning. The solution

provided by the teachers to overcome their challenge was shown in table 4.1

Table 4.1

Problem and Solution

Dimension Problem Solution

Poor Accessibilities to Remote village with Homevisit

40
Remote Area limited internet connection

Lack of Fund Unavailability to get Getting internet quota

internet quota from the government

Poor Communication Not all students can join Provide the suitable

online learning platform for all students

(whatsapp group and

Google Classroom

Feeling Isolated Rely on assignment to Homevisit

check students’ condition

Lack of Motivation Students feel lazy to study Give interesting learning

media such as video and

youtube

Lack of Quality Students’ learning Homevisit and Remedial

achievement were

decreased during online

learning

4.2 Discussion

4.1.1 Challenges Faced by Teachers in Conducting Online Learning at Sma

Candimas Pancasari

41
 From the findings of the research above, it shows that the challenges faced by

teachers in online learning at Sma Candimas Pancasari have problems with internet

connections. It can be said that every online learning activity requires an internet

connection and the average of the findings of the research above shows the

difficulties of teachers and students communicating when learning online. In

particular the challenges encountered during online learning, 1. Some teachers and

students live in different geographical locations and have low internet connections

and difficult signals, 2. Parents of students have economic constraints that support

students' online learning or parents cannot buy internet quota for their children those

who are used for online learning because most of the parents lost their jobs due to the

covid-19 pandemic situation, 3. The teacher holds an online meeting to compare the

effectiveness of online learning and on-site learning, but it is not effective and is

constrained by signals and internet connections, 4. The teacher's challenge is to see

student motivation students who become lazy and reduce their willingness to take

online classes, 5. The teacher still cannot be sure whether the students can understand

the material or not and only rely on assessment such as assignments with deadlines, 6.

Student achievement has an effect when online learning is declining globally, so the

challenges that occur during online learning are constrained by the weak internet

connection owned by teachers and students. This finding is in line with Cholis (2020)

in which he found that the challenges of teachers at Smk Negeri 1 Nawangan in

teaching English subjects online. He mentioned that there are three components,

namely internet access, media, online class management. The explanation above is

42
also related to this research which also shows the challenges of teachers in conducting

online learning.

In addition, the results of this study are also almost the same as Ashraf et al.,

(2021) Challenges of online learning during the COVID-19 pandemic encountered by

students in Pakistan. There are several challenges regarding online classes, namely

first, connected with online classes, second, internet facilities in rural areas that are

almost non-existent, third, low use of media and online applications, fourth time

management. Ashraf explained that online learning does not give good results in

Pakistan as most of the teachers and students cannot access good internet facilities

due to economic or technical problems. Lack of internet facilities and proper

interaction is a major challenge facing education in Pakistan. Students living in

disadvantaged areas of the former Fata, Balochistan, Chitral and Gilgit-Baltistan do

not have internet facilities (Adnan & Anwar, 2020).

4.1.2 How Teachers Overcome Challenges in Conducting Online Learning at

Sma Candimas Pancasari

To overcome the challenges faced by teachers in online learning in this

research, there are several efforts that teachers can do to solve the challenges in

online learning, namely, 1. Home visit programs to check the condition of students

and their readiness to take part in online learning 2. Support facilities from schools

computer, wifi, textbooks) and 1 internet quota from the government, 3. The teacher

43
designs learning and uses appropriate media for students such as whatsapp and

google classroom which are familiar to both students and teachers, 4. The teacher

situates students' conditions not to be too strict in terms of materials and assessments

that conform to the assessment standards. 5. The teacher decreases the score to cheat

so that students are expected to follow the instructions well.6. The teacher prepares an

interesting learning video to increase students' motivation and enthusiasm for

learning, 7. The teacher provides empathy for students who have not completed to

follow and remedial. Overcoming this from the results of this study can be related to

the argument from Kebritchi, Lipschuetz, & Santiague,( 2017 )that several issues

affect the quality of online education.

According to Kebritchi, Lipschuetz, & Santiague, (2017) several issues that

can affect the quality of online education namely, communication, technology, time

management, pedagogy and assessment. He also said that these issues related to

students, instructors and content emerged. First, problems related to student teachers

are advised to clearly communicate their course rules and policies at the beginning of

the course. This is because some students have expectations to get feedback from

their online assignments and also they will question their grades and possibly some

other students do not take the deadlines seriously and also to avoid students being

rude in commenting. Second, online instructors must be ready to help students who

lack in their learning abilities so that readiness must be clear such as internet use,

applications, time management and communication. This refers to students who need

to have a learning style and the skills and motivation to direct themselves to learn.

Third, students feel isolated. This is because the instructor identifies the readiness

44
level of online students because it is to know their condition and help them develop

their sense of belonging, goals and obligations as students. Fourth, online instructors

are able to recognize and support the nature of students' online participation. This is

because listening or observing online is a form of active learning, as it consists of

engaging with content, thinking, and reflecting (Hrastinski, 2019).

In addition, other issues that occur for students are several things that are

important to become instructors related to content development, Kebritchi et al.,

(2017) as cited Rennert-Ariev (2008) including content development and instructors,

namely instructors can create, shape and integrate their experiences into online

learning. In this case, the Instructor has the responsibility to prepare and plan

materials for online courses. Something new, for new assignments and materials or

adapting material from face-to-face classes to online classes. Then, Instructors can

incorporate multimedia such as learning games, videos and simulations into the

online course design. Instructors need to adjust the multimedia used according to their

needs, because the wrong multimedia can be detrimental to the online learning

process (Kebritchi et al., 2017) as cited by Yue et al, (2013). Next, it's important

instructors adjust content and strategy. It can help him to improve learning by

redesigning it so that it can make it easier for him to teach according to his strategy

and make it easier for students to master the material (Look & Twigg, 2005).

Furthermore, based on the reseacrh from Stanciu et al.,(2020) entitled Online

Teaching and Learning in Higher Education during the Coronavirus Pandemic. There

are several challenges faced when online taeching and learning, one of which is the

lack of interaction between students, teachers and peers. This is because the E-

45
learning Platform cannot support their learning well and also lack a stable internet

connection. The efforts made to overcome this, namely, teachers use and choose other

platforms to collaborate in making it easier for their students to do assignments, not

only e-learning which is used they choose to apply the Technology Acceptance

Model (TAM) by improving students' technical conditions, teaching styles teacher,

student and teacher skills and interactions through this platform.

CHAPTER V

SUMMARY, CONCLUSION, SUGGESTION

This chapter contains conclusions based on research findings and discussions

in the previous chapter. In addition, this chapter also provides some suggestions on

the results of the research to teachers and students at Candimas Pancasari High

School. This research was conducted to find out the challenges of teachers in online

learning and how to overcome the challenge in conducting online learning at

Candimas Pancasari High School.

46
 5.1 Summary

This study is focused on knowing the teacher challenge in conducting online

learning and how to overcome the challenges at Candimas Pancasari High School.

This research was designed using descriptive qualitative method (Nassaji, 2016) .

Data collected through 2 instruments and data obtained on both variables were

analyzed descriptively with theory from (Matthew B. Miles, n.d.). Therefore, the

challenges faced by teachers in conducting online learning were analyzed

descriptively.

5.2 Conclusion

After analyzing the data, it is concluded as follows:

5.2.1 The teacher's challenges in conducting online learning at Candimas Pancasari

High School are 1) Some teachers and students live in different geographical

locations and have low internet connections and difficult signals, 2) Parents of

students have economic constraints that support students' online learning or parents

cannot buy internet quota for their children those who are used for online learning, 3)

The teacher holds an online meeting to compare the effectiveness of online learning

and on-site learning, but it is not effective and is constrained by signals and internet

connections, 4) Students become lazy and reduce their willingness to take online

classes, 5) The teacher still cannot be sure whether the students can understand the

material or not and only rely on assessment such as assignments with deadlines, 6)

Student achievement when online learning is declining globally

47
 5.2.2 Candimas Pancasari High School teachers find challenges in the online

learning process, namely 1) Home visit programs to check the condition of students

and their readiness to take part in online learning 2) Support facilities from schools

computer, wifi, textbooks) and 1 internet quota from the government, 3) The teacher

designs learning in lesson plan uses appropriate media for students such as whatsapp

and google classroom which are familiar to both students and teachers, 4) The teacher

situates students' conditions not to be too strict in terms of materials and assessments

that conform to the assessment standards. 5) The teacher decreases the score to cheat

so that students are expected to follow the instructions well. 6) The teacher prepares

an interesting learning video to increase students' motivation and enthusiasm for

learning, 7) The teacher provides empathy for students who have not completed to

follow and remedial.

5.3 Suggestion

5.3.1 Students and teachers are suggested to be accustomed to switch from

traditional classroom and face to face instructor training to computer-

based learning in a virtual classroom

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 5.3.2 Students and teachers are suggested to have an access to high bandwidth

or strong internet connection in order to succeed to catch up with virtual

leanings or to limit the technical issues

5.3.3 Students and teachers are suggested to improve their computer literacy in

order to be able to manage computers well, or to operate basic online

platform

5.3.4 Students and teachers are suggested to improve time management on-line

learning which requires a lot of time and intensive work. And, self-

motivation on e-learning is an essential requirement .

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