Appendix CV

A Descriptive Study on Teacher Strategies in Teaching English in 1
Pandemic
APPENDIX
Observation
Date, Day : Monday, March 8th, 2021
Time : 08:00 – 10:00
Lokation : MTSN 2 Kotamobagu
Class : VIII
Based on the observation that have been made, the researcher found that the
process of learning in pandemic was certainly different from normal learning.
There are some differences in this pandemic situation such as:
1. The activities in this class are limited. This situation is caused by the
limited time given by the school for each subject since students were
required to enter the class based on their shifts and by shifts, students only
received 50 percent of offline class, which forced the class to be given half
in terms of class activities.
2. The teacher has implemented the hybrid learning in this class. This
situation is an action of coping the pandemic since school only allowed
half number of students in each subject. Hybrid method was implemented
by employing rotation where half learning time was done in the classroom
and the other half was done online
3. The teacher used some Media as a support for that learning process. This
situation showed that the teacher utilized media in order to deal with the
pandemic, which was using phone. This was done presumably to ensure
Pandemic
students’ presence during the class or even examination, assuming that
most students possess a phone.
4. Teacher reduces the process of teaching and learning hours for student. As
stated before, pandemic forces the teacher to divide the learning process
into two shifts where the first shift requires the students to be present in
the classroom and the second one requires them to be in the online session.
However, the teaching and learning process is reduced due to the different
shifts that need to be taught by the teacher.

Pandemic
Interview
Teacher’s strategies in teaching English in pre- and post-pandemic at MTSN 2
Kotamobagu.
“Saya menerapkan Metode Hybrid dengan cara pembelajaran tatap
muka dilakukan secara rotasi, dengan jumlah siswa 50 persen.
Misalnya jumlah siswa ada 36 orang menjadi 18 orang pertemuan
tatap muka, Dan sisanya mengikuti pembelajaran Daring atau Luring
secara bergantian. Kemudian dilakukan pembagian peserta
pembelajaran dalam satu kelas dibagi menjadi sift.”
“Untuk minggu pertama misalnya sift A tatap muka, dan sift B secara
Daring. Sebaliknya di minggu kedua shift A secara Daring, dan Sift B
secara tatap muka. Kegiatan ini dilakukan langsung di dalam kelas
sesuai dengan kesepakatan bersama.”
Teacher’s thoughts regarding the learning process during the pandemic.
“Sistem pembelajaran sangat berubah, awalnya tatap muka guru
menjelaskan dan siswa dapat secara langsung memahami dan
mengikuti, jika ada pertanyaan siswa dapat bertanya secara langsung
dan guru langsung menjawab.Hasil akhir atau penilaian juga
berubah.Hasil harus diubah dan diolah dengan menggunakan raport
online.Kalau ulangan harian, biasanya siswa menggunakan kertas,
sekarang siswa harus menggunakan media untuk mengerjakan soal,
media tersebut yaitu handphone.”

Pandemic
Problems in teaching during the pandemic
“Masalah yang saya hadapi dalam proses belajar mengajar saat
pandemic yaitu, yang pertama jaringan. Terkadang pada saat Daring
berlangsung jaringan di masing’’ tempat tinggal siswa kurang baik
otomatis proses pembelajaran saat itu kurang baik juga.”
“Yang kedua, Saya harus mengulang-ulang materi yang sama dikelas
tersebut karena Mereka dibagi menjadi dua kelompok tentunya saya
harus menjelaskan satu materi pembelajaran pada dua kelompok
yang berbeda.Kegiatan belajar mengajar juga hanya berlangsung
selama 1jam dan hanya satu kali pertemuan untuk satu materi.”
The difference between teaching pre- and during the pandemic
There was a noticeable difference in terms of teaching where the activities
related to teaching was greatly reduced since one teacher is required to teach two
different groups.
“Tentunya sangat berbeda, Proses pembelajaran Tatap muka saat
pandemic sangat terbatas dan harus dilakukan minimal dua
shift.Kegiatan ekstra kurikuler lainnya juga ditiadakan untuk
sementara waktu. Sementara proses belajar mengajar sebelum
pandemic guru dan siswa melakukan kegiatan belajar mengajar
dengan baik dan maksimal.”

Pandemic
Teacher’s perspective regarding the implementation of hybrid method in
teaching English
“Menurut saya, penerapan Hybrid class menciptakan suasana yg
baru dalam proses pembelajaran, Karena hal ini tidak menggantikan
pertemuan tatap muka secara virtual maupun langsung. Konsep
hybrid juga tidak hanya sekedar perpaduan sederhana antara kelas
online dan offline, tetapi lebih focus pada pencapaian tujuan
pembelajaran”
Pandemic
Do
Figure 1. Teaching Process Figure 2. Interview Process
Figure 3. Interview Process
Figure 4. Interview Process

Pandemic
Pandemic
Pandemic
Pandemic
Pandemic
CURRICULUM VITAE
SELF IDENTITY
Name : Monalisa Damogalad

Place, Date of Birth : Kotamobagu, 7 Juni 1998
Sex : Female
Religion : Islam
Address :Kel. Mongondow ,
RT.01/RW01
Kotamobagu Selatan ,
Kota Kotamobagu
Email : monalisadamogalad372@gmail.com
ACADEMIC
BACKGROUND
Formal:
 SDN 1 Mongondow 2003 – 2009

 SMP N 4 Kotamobagu 2009 – 2012
 SMK Yadika 2012 – 2015
 Universitas Negeri Gorontalo 2015 – 2022
SEMINAR AND WORKSHOP PARTICIPATION
 Participant of Students’ Orientation held by BEM UNG, 2015
 Participant of Computer and Network Training held by Pustikom UNG,

2015
Pandemic
 Participant of 3rd International Students Conference on English Language

Teaching, Linguistics, and Literature, organized by English Departement,
2016
 Participant of Teacher Training Program at MTSN 1 Gorontalo held by

LP3M UNG, 2019
 Participant of KKS Tematik “Desa Tangguh Bencana” Satgas LPPM

Universitas Negeri Gorontalo held by LP2M UNG, 2018
 Participant of Job Training Program at English Department, 2018
ORGANIZATION AND COMMITTEE EXPERIENCE
 Committee of Cross Cultural Culture (CCU) Performance by Class of

2015 English Department Students, UNG, 2016
 Commite of Drama Performance by Class of 2015 English Department

Students, UNG, 2017

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A Descriptive Study on Teacher Strategies in Teaching English in 1

Date, Day : Monday, March 8th, 2021

Time : 08:00 – 10:00

Lokation : MTSN 2 Kotamobagu

process of learning in pandemic was certainly different from normal learning.

There are some differences in this pandemic situation such as:

in terms of class activities.

situation is an action of coping the pandemic since school only allowed

half number of students in each subject. Hybrid method was implemented

and the other half was done online

students’ presence during the class or even examination, assuming that

most students possess a phone.

shifts that need to be taught by the teacher.

Teacher’s strategies in teaching English in pre- and post-pandemic at MTSN 2

“Saya menerapkan Metode Hybrid dengan cara pembelajaran tatap

muka dilakukan secara rotasi, dengan jumlah siswa 50 persen.

Misalnya jumlah siswa ada 36 orang menjadi 18 orang pertemuan

tatap muka, Dan sisanya mengikuti pembelajaran Daring atau Luring

secara bergantian. Kemudian dilakukan pembagian peserta

pembelajaran dalam satu kelas dibagi menjadi sift.”

Daring. Sebaliknya di minggu kedua shift A secara Daring, dan Sift B

secara tatap muka. Kegiatan ini dilakukan langsung di dalam kelas

sesuai dengan kesepakatan bersama.”

Teacher’s thoughts regarding the learning process during the pandemic.

“Sistem pembelajaran sangat berubah, awalnya tatap muka guru

menjelaskan dan siswa dapat secara langsung memahami dan

mengikuti, jika ada pertanyaan siswa dapat bertanya secara langsung

dan guru langsung menjawab.Hasil akhir atau penilaian juga

berubah.Hasil harus diubah dan diolah dengan menggunakan raport

online.Kalau ulangan harian, biasanya siswa menggunakan kertas,

sekarang siswa harus menggunakan media untuk mengerjakan soal,

media tersebut yaitu handphone.”

Problems in teaching during the pandemic

“Masalah yang saya hadapi dalam proses belajar mengajar saat

pandemic yaitu, yang pertama jaringan. Terkadang pada saat Daring

berlangsung jaringan di masing’’ tempat tinggal siswa kurang baik

otomatis proses pembelajaran saat itu kurang baik juga.”

“Yang kedua, Saya harus mengulang-ulang materi yang sama dikelas

tersebut karena Mereka dibagi menjadi dua kelompok tentunya saya

harus menjelaskan satu materi pembelajaran pada dua kelompok

yang berbeda.Kegiatan belajar mengajar juga hanya berlangsung

The difference between teaching pre- and during the pandemic

There was a noticeable difference in terms of teaching where the activities

“Tentunya sangat berbeda, Proses pembelajaran Tatap muka saat

pandemic sangat terbatas dan harus dilakukan minimal dua

shift.Kegiatan ekstra kurikuler lainnya juga ditiadakan untuk

sementara waktu. Sementara proses belajar mengajar sebelum

pandemic guru dan siswa melakukan kegiatan belajar mengajar

dengan baik dan maksimal.”

Teacher’s perspective regarding the implementation of hybrid method in

“Menurut saya, penerapan Hybrid class menciptakan suasana yg

baru dalam proses pembelajaran, Karena hal ini tidak menggantikan

pertemuan tatap muka secara virtual maupun langsung. Konsep

hybrid juga tidak hanya sekedar perpaduan sederhana antara kelas

online dan offline, tetapi lebih focus pada pencapaian tujuan

Figure 1. Teaching Process Figure 2. Interview Process

Figure 3. Interview Process

Figure 4. Interview Process

Name : Monalisa Damogalad

 SDN 1 Mongondow 2003 – 2009

SEMINAR AND WORKSHOP PARTICIPATION

 Participant of Students’ Orientation held by BEM UNG, 2015